The REHVA

European HVAC Journal

Volume: 60 Issue: 3 June 2023 w w w.rehva.eu

Special issue on Education:

Educational Challenges
And Opportunities for
Sustainable Development
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The REHVA www.rehva.eu
Contents
European HVAC Journal Download the articles from www.rehva.eu -> REHVA Journal
Volume: 60 Issue: 3 June 2023

Editor-in-Chief:
Jaap Hogeling EDITORIAL 40 Air cleaner as an alternative to
jh@rehva.eu increased ventilation rates in
4 Inspiring and Preparing the buildings: A simulation study for
Editorial Assistant:
Next Generations of the an office
Marie Joannes
Built Environment Professionals Alireza Afshari, Alessandro Maccarini and
mj@rehva.eu
for a Net Zero Future: Göran Hultmark
General Executive: Revolutionary Evolution
Ismail Ceyhan, Turkey Dejan Mumovic
REHVA BOARD CLIMA 2022 TOP PICKS
President:
Cătălin Lungu
ARTICLES 47 A New Learning Programme to
Vice Presidents: Facilitate nZEB Implementation
Lada Hensen Centnerová 5 Delivering Sustainable, Safe and Florin Bode, Ilinca Nastase, Mihnea Sandu,
Livio Mazzarella Healthy Buildings for a Net Zero Cristiana Croitoru and Horia Petran
Pedro Vicente-Quiles Future: Educational Challenges and
Johann Zirngibl Opportunities 53 A structured approach to online
Ivo Martinac Dejan Mumovic, Duncan Grassie and education of future HVAC and
Kemal Gani Bayraktar Elizabeth Cooper energy professionals
Laure Itard
EDITORIAL BOARD
14 Teaching the fundamentals of Philomena Bluyssen and
Murat Cakan, Turkey
building performance simulation Paula van den Brom
Guangyu Cao, Norway
Tiberiu Catalina, Romania in the 21st century
Francesca R. d’Ambrosio, Italy Ian Beausoleil-Morrison
Ioan Silviu Dobosi, Romania REHVA WORLD
Lada Hensen, The Netherlands 20 Mainstreaming Education for
Karel Kabele, Czech Republic Sustainable Development: 62 REHVA Annual Meeting 2023
Risto Kosonen, Finland Vertically Integrated Projects
Jarek Kurnitski, Estonia for Sustainable Development 65 REHVA Student Competition 2023
Livio Mazzarella, Italy – A Case Study from the University
Dejan Mumovic, United Kingdom of Strathclyde
Ilinca Nastase, Romania Scott Strachan, Louise Logan and
Natasa Nord, Norway Stephen Marshall IAQ CORNER
Dusan Petras, Slovakia
Olli Seppänen, Finland
24 Integral design – a necessity for 67 The Seven Essentials of Healthy
Branislav Todorovic, Serbia
sustainable building design Indoor Air
Peter Wouters, Belgium
Wim Zeiler
CREATIVE DESIGN AND LAYOUT
Jarkko Narvanne, jarkko.narvanne@gmail.com 33 Advancing transdisciplinary
architecture and engineering
EVENTS & FAIRS
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education: Defining the needs
Marie Joannes, mj@rehva.eu
of a new multidisciplinary built 69 Exhibitions, Conferences and
SUBSCRIPTIONS AND environment design professional Seminars
CHANGES OF ADDRESSES Elizabeth Cooper, Sonja Oliveira and
REHVA OFFICE: Dejan Mumovic
Washington Street 40
1050 Brussels, Belgium
Tel: +32-2-5141171
info@rehva.eu, www.rehva.eu
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EDITORIAL

Inspiring and Preparing

the Next Generations of the
Built Environment Professionals
for a Net Zero Future:
Revolutionary Evolution

T
he role of buildings in humankind’s transition to net zero
carbon emissions and the wellbeing of human society
has increased significantly in importance since the turn
of the century. Transcending multiple disciplinary boundaries is
becoming increasingly important for devising solutions to these
pressing issues. These issues have extended the role of traditional
HVAC engineers to all stages of buildings’ life from preparation
and briefing, concept design, spatial coordination, technical
design, manufacturing and construction, handover, and finally
use including circularity. Undergraduate HVAC programmes play
a critical part in developing new competencies and attributes of
future built environment professionals. The challenges, opportuni-
ties, best practices described in this special issue make a case for
a “revolutionary evolution” of the way we educate tomorrow’s
engineering professionals.

The total of 46 respondents from 14 European countries provided

their views on competencies and attributes of future built environ-
ment professionals. In addition, colleagues from Canada, Scotland,
Netherlands, and Romania provided set of educational approaches
covering key aspects of engineering education from building per-
formance simulation, sustainable development, integrated and net
zero carbon design. This special issue ends with insights on trans-
disciplinary architecture and engineering education in England.

If you are interested to co-create vision for future built environ-

ment professionals, please get in touch. This work continues.

DEJAN MUMOVIC
Special Issue Editor
Professor, MEng MSc PhD CEng FCIBSE FIBPSA
REHVA Journal Board Member
CIBSE representative on Publishing and Marketing Committee
UCL Institute for Environmental Design and Engineering
d.mumovic@ucl.ac.uk

4 The REHVA European HVAC Journal — June 2023

 ARTICLES

Delivering Sustainable, Safe and

Healthy Buildings for a Net Zero
Future: Educational Challenges
and Opportunities

DEJAN MUMOVIC DUNCAN GRASSIE ELIZABETH COOPER

FCIBSE, Professor of Building Research Associate in Healthy and Lecturer (Teaching) in Health,
Performance Analysis, Energy Efficient Buildings, Wellbeing and Sustainable Buildings,
UCL Institute for Environmental UCL Institute for Environmental UCL Institute for Environmental
Design and Engineering, London, UK Design and Engineering, London, UK Design and Engineering, London, UK

Abstract
It has been 120 years since the first electrical air condi-
tioning unit was designed and tested by Willis Carrier in
the USA as an “apparatus for treating air” by humidifying
or dehumidifying. Ever since, especially after the second
World War, engineering courses across Europe have tra-
ditionally focussed on design of such heating, ventilation
and air conditioning (HVAC) systems as deemed critical
by industry partners. However, the role of buildings in
humankind’s transition to net zero carbon emissions and
the wellbeing of human society has increased signifi-
cantly in importance since the turn of the century. This
has meant an increasingly holistic view being shone on
the role HVAC systems in the delivery of sustainable,
safe, and healthy buildings for a net zero future.
This major challenge the humankind is facing in the
21st century has created a number of challenges and
opportunities for the transformation of our educa-
tional programmes. For the first time, the experiences
and observations of course leaders across Europe have
been recorded to reflect on the proposed strategy for
transformation of the content and delivery of pro-
grammes. This paper is aligned with common learning
outcomes of national engineering councils across
Europe: (a) Science and Mathematics, (b) Engineering
Analysis, (c) Design and Innovation, (d) The Engineer
and Society, and (e) Engineering Practice. Through an
online questionnaire across European member states,
we evaluate the extent to which climate change, health
and wellbeing, decarbonisation and energy flexibility
have been integrated into accredited university courses.
The paper finishes with a call for “revolutionary evo-
lution” of our undergraduate HVAC programmes in
defining the changing role of HVAC engineers in
industry and society.

The REHVA European HVAC Journal — June 2023 5

ARTICLES

Introduction
Sydney Accords, EUR-ACE® Framework Standards
The drive to reach net zero carbon emissions by 2050 is (EUR-ACE 2006) and Guidelines (EAFSG) and
a key pledge of many European countries (European the Accreditation of Higher Education Programmes
Commission, 2021), with buildings responsible for (AHEP) in UK (Engineering Council, 2020).
around 40% of EU energy consumption. The use of
Heating, Ventilation and Air Conditioning (HVAC) The last two themes, ‘Engineering Analysis and
systems in buildings remains a key component of Emerging Concepts’ and ‘Design & Innovation’, rep-
energy use in buildings (Ürge-Vorsatz et al., 2015), resent many of the greatest challenges that the building
due to the need to cool and ventilate building under stock will have to overcome due to greater recent clarity
an increasingly warming climate. on how building performance could be affected by
changes in the environment, building design, regula-
To address this challenge, European academic institu- tory requirements, and improvements in materials.
tions teaching a curriculum on HVAC systems must
adapt their courses to better prepare graduates for a (a) The effects of climate change on occupants and
career in designing HVAC systems. Considerations for key processes within buildings have largely been
such preparation can be split into five sets of themes, defined (de Wilde & Coley, 2012). However,
as shown in Figure 1. Our discussion is aligned with engineers will be required to design HVAC
international standards for learning objectives for systems to account for “future proofing” (Geor-
engineering courses including the Washington and giadou et al., 2012) and increased energy usage
(Berardi & Jafarpur, 2020).
(b) Health and wellbeing of building occupants
is influenced by indoor environmental quality
The Engineer •Sustainability |Ethics |Risk | (IEQ) (Chatzidiakou et al., 2014), a key concept
and Society Security | EDI covering thermal, noise and lighting quality as
well as indoor air quality and moisture. Air flow
generated through HVAC systems can mitigate
(Leyten & Kurvers, 2006) as well as exacerbate
(Betterman & Burge, 1995) health problems such
Engineering
•Critical Thinking | Creativity as asthma and allergen related issues.
Practice and
|Communication (Oral, (c) Decarbonisation: The decarbonisation of current
Transferable
Written, Verbal) building stock – the need for buildings to them-
Skills
selves meet net zero emissions and the awareness
of the role of HVAC systems in meeting those
targets. It is possible to investigate the role and
influence of HVAC systems on energy demand
Science and •Statistics |Machine Learning across entire countries using top-down models.
Mathematics |Decision Analytics
However, concerns have been raised regarding the
skills gap for a bottom-up approach (Stanes et al.,
2022).
• Climate Change |Health and (d) Energy flexibility: Within demand-response
Engineering Wellbeing |Decarbonisation energy systems, there is an awareness of future
Analysis and |Energy Flexibility |Building needs for HVAC systems to be able to operate
Emerging Performance Simulation |Post flexibly depending on the availability and pricing
Concepts Occupancy Evaluation |Life Cycle
Analysis and Circular Economy of electricity (Jensen et al., 2017). It was previ-
ously found that model predictive control could
outperform the use of conventional control
systems in terms of energy conservation (Afram
•Integrated Design| Design & Janabi-Sharifi, 2014). Advances in machine
Design and
Thinking |Innovation for
Innovation learning (ML) and artificial intelligence (AI)
Sustainability
could allow the further expansion and refinement
of variables used in such models.
(e) Building Performance Simulation allows
Figure 1. Key inputs into modern building engineering for a transition to performance-based building
academic courses. regulations.

6 The REHVA European HVAC Journal — June 2023


(f ) Post-occupancy evaluation first originated as a
method for observing behaviour within a living
or working environment (Zimring & Reizen-
stein, 1980). However, in the specific context of
building control systems, it has evolved into a dual
analysis of whether such existing environments
both satisfy occupants’ needs for comfort as well
as better understand their energy consumption
requirements using surveys, onsite inspections,
and monitoring to inform future “planning and
practice” (Meir et al., 2009).
Several questions are raised by these emerging 21 st
century building engineering challenges:
• Are the key learning outcomes required to address
these challenges already incorporated in our under-
graduate programmes?
• Can we redefine the role of HVAC engineers in the
context of these challenges?
• What are the key challenges and opportunities?
The following sections describe the approach taken
to elucidate the answers to these questions and an
examination of the findings.
Methodology
An online questionnaire was created to gather the
attitudes of both academic and industry professionals
on the four sets of factors influencing the design and
delivery of European undergraduate courses in HVAC
systems. The questionnaire was circulated to REHVA’s
Standing Committees: a) Technology and Research
Committee (TRC), b) Education and Training
Committee (ETC), and c) Publishing and Marketing
Committee (PMC).
The total of 46 respondents comprised 11 non-
academic and 35 university staff from 14 European
countries. The breakdown per country: a) UK (9),
b) Turkey (6), c) Italy (5), d) Spain (4), e) Netherlands
(4), f ) France (3), g) Poland (3), h) Denmark (2),
i) Estonia (2), j) Romania (2), k) Slovakia (2),
l) Finland (1), m) Hungary (1), n) Ireland (1). Two
of the respondents from Turkey and one from Slovakia
were from non-accredited courses.
Results
Findings have been organised into themes based about
the specific challenges or opportunities identified
ARTICLES
through the surveys. These themes include recruitment
challenges and rebranding, the engineer and society,
engineering practice and transferable skills, science
and mathematics, Engineering Analysis & Emerging
Concepts, and Design and Innovation & Emerging
Concepts.
Recruitment Challenges and Rebranding
Recruitment on undergraduate courses differed widely
and is, in part, a function of national HEI charac-
teristics, as well as the composition of local industry.
The image of HVAC/building services engineering as
staid and uninspiring was reported to contribute to
declining numbers in high-quality applicants in some
programmes. In recognition of this misconception,
ASHRAE is no longer an acronym, but is part of
ASHRAE Engineering and the Built Environment.
Despite this acknowledgement and name change by
a major professional body, only 31% of the respond-
ents from universities agreed that renaming their
programme is needed to better reflect the changing
role of HVAC engineers.
University staff (n=35) were asked for details about
their courses and the recruitment process. Roughly half
(18 out of 35, 51.4%) reported problems in attracting
high quality applicants. Of the remainder, which did
report successes, 11 provided some feedback on the
measures they had implemented to improve recruit-
ment. In the majority of cases (7 of 11 respondents,
63.6%), it was found that better links to industry in
some form had been beneficial. These links included
scholarships (3), technical meetings and collaboration
(2) and the crowdfunding of a marketing campaign
(1). Renaming the course was found to have been
beneficial in 2 cases. Other administrative changes
which were found to improve the quality of applicants
were school visits (3), accreditation (2), open days
(2) and mixed mode attendance (2). Other respond-
ents pointed to climate change, and its associated
activism, as inspiration for young people to engage.
Additionally, the broadening role of building services
engineers within the architectural domain or resource
economics could increase the number and type of
applicants.
The Engineer and Society
Five socially relevant themes were identified, and
participants were asked to rate them in terms of impor-
tance in engineering education from of no importance
to most important: Sustainability, ethics, risk, security,
and equity, diversity and inclusion (EDI). Of these,
sustainability was the most consistently regarded as the
most or very important amongst both academics and
The REHVA European HVAC Journal — June 2023 7
ARTICLES
non-academics (Figure 2). Whilst for non-academics,
respondents rated ethics as most important more often
than sustainability. EDI, in contrast, was the most
contested theme with almost equal responses between
most important and of no importance for academics.
Although EDI was as likely to be list as most important
as not by academics, it was also reported to be the
most challenging concept to deliver. A comment made
by one of the respondents provides insights into the
perceived difficulties:
“I would say the most difficult criterion to
incorporate into the delivery of any engineering-
focused educational program is ED&I. Within the
framework of management, PM, and ‘soft skills‘
related modules or delivery components this
Figure 2. Comparison of societal considerations within academic teaching (above) and importance within industry (below).
8 The REHVA European HVAC Journal — June 2023
is relatively straightforward. However, when it
comes to the more ‘technically focused’ elements
it becomes more problematic, particularly
referencing or incorporating the 9 protected
characteristics from the Equality Act 2010.
Some are easier to incorporate than others e.g.,
persons with specific disabilities would come
under the remit of Approved Document M of
the Building regulations. Characteristics such as
‘gender reassignment’ or ‘belief system’ need
some significant creativity and strategic design of
assessments and delivery to create a relevant and
appropriate focus without resorting to ‘lip service’.
It can be done but can be problematic.” – UK

Engineering Practice and Transferable Skills
Six practical skills were presented for evaluation
including critical thinking, creative thinking,
teamwork, oral communication, written commu-
nication, and visual communication. A comparison
of responses between academic and non-academic
respondents is illustrated in Figure 3. There is rea-
sonable agreement between the two groups that these
skills are all, at least, very important, except for oral
communication which approximately 25% of non-
academics ranked as only ‘slightly important’.
Respondents from academia also provided comments
on the innovative methods to incorporate these skills
into courses. Primary amongst these techniques were
design or project-based approaches which were cited
by 10 of the 17 respondents.
Figure 3. Comparison of importance of skills within academic teaching (above) and for industry professionals
(below).
ARTICLES
“Our modus operandi is to include as many ‘real
life’ project-based scenarios in our teaching,
learning, and assessment processes. We structure
our learning outcomes on a degree, level, and
module basis to incorporate input from industrial
partners and representatives to highlight the
necessity for the 6 components listed above.”- UK
“Problem based learning organized in project
teams.” - Denmark
“Problem based teaching is important.”-Denmark
“Case studies and open problems” -Spain
The REHVA European HVAC Journal — June 2023 9
ARTICLES
Science and Mathematics
The need for high-level and robust data analytics
skills, machine learning, and decision-making ana-
lytics, is greater than ever. These skills are required to
address increasingly large datasets such as those from
smart metering and IoT technologies. Additionally,
building controls are becoming essential to deliver
on performance use targets and energy flexibility and
will become a standard design requirement for build-
ings. The argument is that we need a step change to
equip graduates with these science and mathematics
skills to prepare them for a rapidly changing industry.
Academics were asked to assess these skills in the
applicants to their programmes. The majority (>80%)
reported that the statistics foundations were fully
presented or presented to a greater extent. However,
about the same percentage of respondents reported
that, for both machine learning and decision-making
analytics skills, applicants were not presented at all or
to a small extent, indicating a significant gap in the
required skills.
Issues reported by academic respondents:
Amongst the issues reported by the academic responses
were a lack of preparedness in high-school mathematics,
the need to update curricula, and the importance of
programme reaccreditation every 4-5 years that exerts
pressure on universities to readdress the needs from
industry. These issues point to the conclusion that
analytical skills development requires significant atten-
tion. The few universities that are following trends
are primarily master level programmes (European
programmes follow either 3+2 or 4+1 year educa-
tional cycles required for engineering programmes,
Figure 4. Presentation of skills by applicants to engineering programmes reported by academics.
10 The REHVA European HVAC Journal — June 2023
note in England the educational cycle requirements
for engineering courses are either 3+1 or 4+0 years,
some programmes offer a year in industry).
One comment from an academic respondent from the
UK (below) suggests a way forward to place building
engineering programmes in the context of emerging
concepts of importance to the profession.
“With a focus on Intelligent Buildings and Smart
Cities, we as a teaching and research-focused
organisation have had to adapt our teaching and
learning philosophies to incorporate the spread
of ‘Big Data’ and machine learning algorithmics
within our delivery. The emphasis needs to be on
the use of mathematics as a ‘toolbox’ to be able
to build Model Predictive control systems with a
holistic focus on energy efficiency, decarbonisation,
and human comfort. With the rise of collaborative
working applications within a BIM paradigm, the
current cohorts have had to adapt to an ever-
increasing exposure to complex data generated
from BIM models and the move towards the Digital
Twin philosophies from both project planning
and delivery to obtain real-time operational data
have required a different approach to teaching
mathematics and data analysis.” - UK
Engineering Analysis & Emerging Concepts
The level of incorporation of the key concepts,
described in the introduction, into engineering analysis
is shown and compared for both academic and industry

professionals in Figure 5 below. There is general
agreement with IEQ – health being viewed as fully
integrated by more than 80% of both types of respond-
ents. Both groups also see room for improvement in
the integration of POE and life cycle performance and
circularity into engineering analysis.
One industry professional from Spain commented that
there is a gap in the software available for life cycle
assessment and the need to perform such analysis and
a non-academic from the Netherlands commented that
the level of analysis required to make full integration
of these key concepts is not rewarded. “HVAC profes-
sionals are very often not very motivated to spend more
time and effort in their design and installation activities
due to the fact that this is not rewarded (lowest price
thinking, performance commission is not [paid] for).”
Figure 5. Integration of key concepts into engineering analysis, responses from (35) academics (above) and (11)
non-academic (below).
ARTICLES
Design and Innovation & Emerging Concepts
Design thinking is the iterative process of creation,
assessment, selection, and realisation to address
complex problems. Well embedded in architectural
education the concept of divergence and convergence
forms a double diamond to support students to:
(1) discover: research users’ needs, (2) define: state
users’ needs and problems, (3) develop: challenge
assumptions, create ideas and start to create solutions,
and (4) deliver: try solutions out.
The level of incorporation of these same key concepts
described above into analytic tools used in design is
shown and compared for both academic and industry
professionals in Figure 6. As with integration into
engineering analysis, academic and non-academic
respondents largely agree on the strengths and
The REHVA European HVAC Journal — June 2023 11
ARTICLES

Figure 6. Diagram of the convergence and divergence typical of the design thinking process.

Figure 7. Integration of key concepts into analytic tools, responses from (35) academics (above) and (11) non-
academic (below).

12 The REHVA European HVAC Journal — June 2023


opportunities for incorporation of the key concepts
into analytic tools. Once again IEQ – health is viewed
as fully or largely integrated into the tools by greater
than 80% of respondents. POE and life cycle perfor-
mance were, once again, perceived to be falling behind
in integration into available analytic tools.
Insights from academics about the integration of the
key concepts, especially of IEQ – health, include using
‘real cases’ for analysis, and the development of new
modules that introduce complex building simulation
software. One respondent from Turkey commented,
“Over the last two years, students are encouraged to
use analytical tools such as software packages and
services. Anysys Fluent, Thermoflow, Homer, etc. are
widely used in design projects…”.
Academics also provided insights into how well inte-
grated the eight key concepts are in design process of
HVAC systems in the courses. Respondents reported
that design studios provided a platform for integra-
tion in engineering specific courses. A comment from
the UK suggested that a dual-accredited programme
provided opportunities for the integration of concepts.
“A dual architecture and engineering accredited
programme has helped all students to gain skills
in co-ordination and integrations skills for the
building services, as well as appreciation for the
early design concept and site analysis stages of a
project, and its role in driving low carbon designs.”
-UK
Conclusion
The findings from the work presented here demonstrate
that both challenges and opportunities exist within
engineering education in Europe, and that these are
largely centred within five key concepts, the engineer
and society, engineering practice and transferable
skills, science and mathematics, engineering analysis
and emerging concepts, and design and innovation.
Specific challenges and opportunities are listed below.
Educational Challenges:
• The science underpinning our understanding of
climate change and health and wellbeing in the built
environment, as well as the role of our profession
in the society, is rapidly changing. The implication
of this rapid change is that our building engi-
neering design must consider: Biodiversity and
ARTICLES
Environment, Circular Economy, Decarbonisation,
Resilience and Adaptation, Social Value / Equity
and Sustainability.
• New design requirements such as climate resilience,
net zero, and health and wellbeing are all based on
a “performance in use” concept that expands the
liability of design teams. This expanded liability
necessitates that the mechanical and electrical
designers be involved in decision making in early
design phase.
• With a growing number of design requirements,
which sometimes conflict, and rapid development
of smart metering and sensors, there is a pressure
for greater data analytical skills and the introduction
of machine learning and decision-making analytics.
Educational Opportunities:
• Motivations for the next generation to enter the pro-
fession are more salient than ever due issues such as
climate change. The profession and programmes in
HVAC engineering will appeal through the positive
impacts they can have in the world in meaningful
ways on climate change and health and wellbeing.
Additionally, the skills required by the profession,
such as data analytics and digital engineering design,
are areas of interest to this generation and can
motivate them to enter the field.
• A new professional will redefine the role of HVAC
engineer into Building Design and Engineering
as ‘performance in use’ becomes the norm in the
context of net zero and health and wellbeing.
The new definition will extend the role of tradi-
tional HVAC engineers to building engineering
designers being involved in all RIBA stages (Stage
1 preparation and briefing, Stage 2 concept design,
Stage 3 spatial coordination, Stage 4 technical
design, Stage 5 manufacturing and construction,
Stage 6 handover, Stage 7 use).
Undergraduate HVAC programmes play a critical part
in defining the changing role of HVAC engineers in
industry and society. The challenges and opportunities
described here make a case for a “revolutionary evolu-
tion” of the way we educate tomorrow’s engineering
professionals.
Please find the complete list of references in the
online version of this article at rehva.eu/rehva-journal
The REHVA European HVAC Journal — June 2023 13
ARTICLES

Teaching the fundamentals of building

performance simulation in the 21st century

IAN BEAUSOLEIL-MORRISON
Professor, Faculty of Engineering and Design,
Carleton University, Ottawa, Ontario, Canada

Why BPS matters

Building performance simulation (BPS) tools
employs a large number of mathematical models to
simulate a building’s performance under a given set
of weather and operating conditions. Many aspects of
performance can be appraised, including energy con-
sumption, ventilation effectiveness, thermal comfort,
lighting quality, etc. The objective is to represent the
significant physical processes so that the simulation
provides an accurate—or at least a useful—representa-
tion of reality.
This technology provides tremendous potential for
addressing some of the key challenges facing the
building industry in the 21st century by improving
design and operation: climate change, energy depend-
ency, renewables integration, health/wellbeing, etc. For
example, BPS can allow architects and engineers to
compare the performance of innovative concepts inex-
new users can quickly ascend the learning curve to
describe complex building and energy systems in order
to produce simulation predictions more rapidly than
ever before imagined. Figure 1 provides a demonstra-
tion of how easy it is for new users to learn the basics
of operating BPS tools. I provided some introduc-
tory training on tool operation to students who were
brand new to the BPS field. Within two weeks all were
able to simulate the performance of a simple building
using two different BPS tools. Their predictions of
the building’s cooling load are plotted in Figure 1 and
contrasted to a reference result (the expected outcome).
8
7
6

pensively and to contrast design alternatives rapidly

Space cooling load (GJ)

throughout the various stages of design development. 5

This is critical as we move towards design solutions
that more tightly integrate architecture, thermal and 4
electrical systems, and energy storage. ±10% expected

However, much of BPS’ potential remains unfulfilled. 3

There are various reasons for this, but one important

factor is a credibility gap that can only be addressed 2
when we adequately prepare users to effectively apply
tools with full knowledge of their applicability, model-
1
ling limitations, and default methods and data, and
provide them the skill set to scrutinize their results.
0
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38

Using BPS is easy, and difficult

Figure 1. Simulation predictions produced by
Today we have access to numerous BPS tools that novice users trained to operate two BPS tools
offer modern and intuitive user interfaces. With these, (38 combinations of users and tools).

14 The REHVA European HVAC Journal — June 2023

 ARTICLES

Although a handful of the simulation predictions were

within 10% of the reference, it can be seen that the
majority are significantly higher or lower.

This is not a unique finding. The literature is full of

such anecdotes, and fidelity does not seem to vary
much with the experience level of the user (practicing
engineers, researchers, novices) or the choice of BPS
tool. It is challenging to produce accurate BPS results.
Buildings are complex entities so predicting their
performance requires simulating myriad interrelated
heat and mass transfer processes which are excited by
uncertain boundary conditions. Accurately predicting
performance requires the user to select modelling
options and input data to characterize all the signifi-
cant processes. Deciding how to prioritize efforts on
the most important and impactful parameters and
modelling choices is not always easy. Should efforts
be focused on geometry and zoning, characterizing
air infiltration, described HVAC systems and their
control, or describing convection and radiation heat
transfer processes? It depends upon the building and
the objectives of the analysis, so universal and simple
rules cannot be prescribed.

Teaching vs training
Too often we train users to operate BPS tools – as I
did in the demonstration shown in Figure 1 – but we
neglect to teach them to comprehend the underlying
methods and their inherent limitations. As a result,
users can easily feel overwhelmed and are often ill-
equipped to operate tools accurately and with greatest
impact. Because of this, many users rely upon default
methods and default inputs (e.g. ground albedo,
part-load-ratio efficiency curves, convection regimes)
without realizing the implications of these choices.
And they are not equipped to answer the above ques-
tions about prioritizing efforts.
To address the key 21st century challenges facing the
building industry it is imperative that we develop
advanced tool users who have an understanding of
BPS fundamentals. These people will have the ability
to prioritize efforts, decide which inputs and modelling
choices will have the greatest impact upon simula-
tion predictions, configure fit-for-purpose models,
and scrutinize simulation results. This will help us to
achieve the full potential of BPS.
An approach for teaching the fundamentals
I have authored a textbook to help address these needs
(Figure 2). This book—endorsed by the International
Figure 2. Fundamentals of Building Performance
Simulation textbook.
Building Performance Simulation Association—is
aimed at teaching the fundamentals of BPS and can be
used to support university-level courses in engineering,
building physics, and architectural science. It can also
be used to support professional development courses
or as a self-study guide by BPS practitioners wishing
to deepen their knowledge of the fundamentals. It
presumes basic knowledge of heat transfer, thermo-
dynamics, building physics, and the terminology of
buildings and HVAC systems, but does not require
prerequisite knowledge of BPS or experience applying
BPS tools.
Readers who complete all the book’s learning elements
(described below) will be able to:
• Understand the models that have been implemented
into BPS tools for treating the significant heat and
mass transfer processes.
• Appreciate the simplifications inherent in these
models and the necessity for these simplifications.
• Comprehend the implications of modelling choices
and default modelling methods and input data.

The REHVA European HVAC Journal — June 2023 15

ARTICLES
• Select appropriate models, simulation methods, and
BPS tools for a given analysis.
• Understand which modelling choices and input data
have the greatest impact upon simulation predic-
tions.
The book employs an experiential teaching approach
structured upon four interrelated modes of learning,
which are illustrated in Figure 3. The result is a
learning spiral wherein the completion of one topic’s
cycle through the four learning modes leads into the
next topic. Most of these topics focus on an individual
heat or mass transfer process, such as longwave radia-
tion from external building surfaces, heat transfer to
the ground, air infiltration, etc.
Each chapter of the book is dedicated to one of these
topics and follows a common structure. Basic theories
are first introduced and then the methods commonly
used in BPS are described (the Study theory mode of
Figure 3). This is done in a tool-agnostic manner
whereby the spectrum of commonly employed tech-
niques is outlined, and the strengths and weaknesses
of each are described. Mathematical descriptions are
provided where necessary to illustrate concepts, but
these chapters are not meant to be a comprehensive
compendium of models.
Each chapter guides the reader to experiment with
BPS tools in the Simulation exercise mode of learning.
These exercises provide instructions aimed at isolating
specific algorithms, requiring readers to consult BPS
tool technical documentation and to explore and
Figure 3. Two cycles through the learning spiral showing the four interrelated modes of learning.
16 The REHVA European HVAC Journal — June 2023
experiment with their chosen tool to conduct sensi-
tivity analyses and to extract particular results.
Student results are compared, contrasted, and collec-
tively analyzed during the Autopsy mode of learning.
These sessions are most effective when they are led
by a course instructor and involve group discussions.
By examining simulation input files and collectively
diagnosing issues students develop skills in scrutinizing
simulation results and learn from their own experi-
ences and those of peers.
In the final mode of learning—Reflect & connect—
students individually reflect upon the findings
highlighted during the autopsy and perhaps revise their
simulation input files and conduct new simulations to
update their results. This is also an important mode for
connecting the studied theory to observations derived
from the simulation exercises.
This teaching approach is demonstrated by drawing
some examples from a graduate-level university course
and from a professional development course that I
recently taught.
Teaching example—solar energy absorption
by external surfaces
We’ll focus on the book’s chapter dedicated to solar
energy absorption by external surfaces. Students
commence this topic by studying some theory. This
chapter of the book outlines the factors that influ-
ence the amount of solar irradiance incident upon the

external surfaces of the building. This includes scat-
tering of solar radiation by the earth’s atmosphere, the
geometrical relationship between the building and the
sun, shading by surrounding objects, and the reflection
of solar radiation by the ground.
The book then explains that it is common for BPS
tools to treat the global incident irradiance as the
summation of three components: beam, sky diffuse,
and ground reflected radiation. The algorithms that
are used to derive the beam component from solar
radiation data contained in weather files are explained,
which develops an appreciation for solar geometry
calculations and concepts such as solar declination,
solar elevation, and surface azimuth. Readers then
learn about the complexities and uncertainty in pre-
dicting sky diffuse irradiance and come to realize the
factors that cause scattering of solar irradiance by the
earth’s atmosphere (Figure 4). They are introduced
to the breadth of models that have been developed to
estimate this scattering and the empirical nature of
these models, and they discover that different BPS tools
employ different models and provide different options
to the user. Finally, they learn about the factors—such
as vegetation and snow accumulation and melting—
that complicate the estimation of ground-reflected
solar irradiance and come to understand some of the
modelling approaches available.
This chapter of the book then guides the reader
through a series of four structured simulation exer-
cises focused on solar energy absorption by external
surfaces. In one exercise they alter the solar absorptivity
on a single building surface and examine the impact
this has upon the building’s heating and cooling loads.
By contrasting this result against an exercise from a
Space heating load (GJ)
previous chapter focused on the modelling of solar
absorption by internal building surfaces they come to
realize the relative significance of these input data. In
another exercise they explore the optional methods
their chosen BPS tool offers for the modelling of sky
Figure 4. Methods for predicting sky diffuse solar
irradiance to building surfaces.
ARTICLES
diffuse solar irradiance and the impact this kind of
modelling decision can have upon simulation results.
The other exercises have them discover the options
for treating ground-reflected solar irradiance and solar
shading.
The student’s simulation results are gathered and
analyzed collectively during an autopsy. Figure 5
presents one of the graphs examined during this
session, this for the exercise examining ground-
reflected solar irradiance. (For illustration purposes the
figure includes results from only a handful of students.)
Each student independently decided how to model the
solar reflectivity of the ground and their predictions
are compared to their simulations performed using
their tool’s default approach. All students observed that
their modelling choice had an important impact on the
buildings heating loads, but some (students 4, 7, and
9) saw less impact that others. This led to discussions
where each student explained their approach and its
rationale and the theory previously studied was revis-
ited. The conclusion of the group was that user choices
for the modelling of ground-reflected irradiance can
have a significant impact, so it would be unwise to
casually accept BPS tool default methods for some
simulation analyses.
16
Tool default method
Alternate ground reflectivity
14
12
10
8
6
0
1 2 3 4 5 6 7 8 9
Student
Figure 5. Student results from simulation exercise
focused on modelling ground-reflected solar
irradiance.
The REHVA European HVAC Journal — June 2023 17
ARTICLES
Teaching example—air infiltration
Another chapter of the book is dedicated to air infil-
tration and natural ventilation. Once again, students
commence this topic by studying some theory. The book
explains that infiltration results from pressure differ-
ences across openings in the building envelope which
can be induced by wind or by mechanical ventilation
systems that supply or extract air from a zone. It also
describes the stack effect and explains how hydrostatic
pressure differences between indoor and exterior envi-
ronments can also cause pressure differences across
openings. It helps the reader understand that these
pressure conditions are highly variable, depending
upon the speed, direction, and turbulence of the wind,
and that they also depend upon the building’s shape,
the local terrain, temperature conditions, and the func-
tioning of combustion equipment and HVAC systems.
The options for treating these complex phenomenon
are then outlined. This includes two approaches
commonly employed by users, that is ignoring air infil-
tration or prescribing constant airflow rates. Theories
underpinning single-zone models and network airflow
modelling approaches are then elucidated. Methods
are described for establishing the necessary inputs for
these methods, including interpreting empirical data
from building depressurization tests.
This chapter also includes a series of structured simula-
tion exercises which cause the reader to explore the
facilities available in their chosen BPS tool. Figure 6
presents some of these simulation exercise results
that were examined collectively during an autopsy.
(Again, the graph is limited to a handful of students
for illustration purposes.) From these exercises the
students gained an appreciation for how impactful
air infiltration can be on the prediction of heating
Space heating load (GJ)
and cooling loads. All four students whose results are
plotted in this figure predicted substantially different
space heating loads using the two simplified—and
commonly used—methods of prescribing constant
airflow rates or ignoring infiltration. This impact
was observed to be far more significant that many
of the factors examined in the simulation exercises
from previous chapters, such as geometrical details,
transient conduction calculation methods, longwave
radiation view factors, and the distribution of solar
gains to internal building surfaces.
Through these exercises students discovered how to
configure single-zone models based upon empirical
data from building depressurization tests and they
also developed an understanding of the modelling
resolution that can be realized—and the associated
18 The REHVA European HVAC Journal — June 2023
complexity for the user—with network airflow models.
By sharing their experiences with their peers through
the autopsy, students understood how these models
are influenced by user decisions on locating airflow
openings, specifying data such as crack sizes and dis-
charge coefficients, and choosing pressure coefficient
sets. The significance of these decisions was discovered
by comparing results (e.g. compare student 4 to the
others).
Scope of learning
The above descriptions serve only to provide some
examples of the topics covered by the teaching
approach that is supported by the book, whose aim is
to guide the reader through all of the significant heat
and mass transfer processes.
The first part of the book briefly introduces BPS,
defining what it is, how it is used, and discusses the
central role the user plays in ensuring valid BPS predic-
tions. Each of the next three parts of the book contains
a series of chapters. Each distinct heat or mass transfer
process is treated by a dedicated chapter appearing
in one of these three sections. Part II treats the heat
and mass transfer processes relevant to the building
interior, while Part III focuses on heat transfer pro-
cesses relevant to the exterior environment. Heat and
mass transfer occurring through the building envelope
20 Prescribed infiltration (0.1 ac/h)
Ignore infiltration
18 Single-zone model
Network airflow model
16
14
12
10
8
6
4
2
0
1 2 3 4
Student
Figure 6. Student results from simulation exercises
focused on air infiltration.

are the subjects of Part IV. This is followed by Part V,
which focuses on HVAC systems.
The final part of the book includes a Culminating
Trial in which the reader applies all the knowledge and
skills they have developed in the preceding chapters by
representing an actual building with their chosen BPS
tool and by comparing their simulation predictions to
measurements.
This book emphasizes depth at the expense of breadth.
Its scope is limited to heat and mass transfer processes
relevant to the building’s form and fabric and HVAC
systems. There is, of course, much more to learn—
model abstraction, daylighting, occupant comfort,
acoustics, electrical energy conversion and storage
systems, managing uncertainty, etc.—but this book
can serve as a starting point for learning the funda-
mentals of BPS.
Closing thoughts
I have delivered many university-level and profes-
sional development courses based upon the approach
outlined in this article. The multiple iterations through
the spiral’s four modes of learning have been found
to be effective and critical for students to concretize
theoretical concepts, to help them develop techniques
for interpreting, scrutinizing, and verifying simulation
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ARTICLES
predictions, as well as making them aware of the impact
of using tool default methods and data, and the myriad
sources of uncertainty in BPS. From my experience,
any shortcuts around the systematic experimentation
at the heart of the approach would be detrimental.
This has been validated through feedback provided
by students who universally state that the course’s
learning objectives were fully achieved. The theory
in the book, the simulation exercises and autopsies,
and the Culminating Trial were consistently rated by
the students as the most helpful for supporting their
learning.
Understanding the fundamentals is critical but much
more is required to develop the next generation of BPS
users that we require to address the major challenges
facing the building industry in the 21st century. It is
also necessary for BPS users to develop the necessary
skills for collaborating and interacting with building
designers. Skills such as interpreting design ques-
tions and translating them into simulation analyses,
interpreting results, and providing timely and appro-
priate feedback to inform design teams must also be
cultivated, but this cannot happen without a solid
understanding of the fundamentals.
It is my hope that the teaching methods outlined here
can be borrowed, adapted, and improved by others to
help move us forward.
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The REHVA European HVAC Journal — June 2023 19
ARTICLES
Mainstreaming Education for
Sustainable Development:
Vertically Integrated Projects
for Sustainable Development
– A Case Study from the University of Strathclyde
SCOTT STRACHAN LOUISE LOGAN
Dr, Principal Teaching Fellow, Dr, Learning Enhancement Officer,
University of Strathclyde, University of Strathclyde, Glasgow,
Glasgow, Scotland, UK Scotland, UK
Introduction
UNESCO (United Nations Educational, Scientific
and Cultural Organisation) define Education for
Sustainable Development (ESD) as “the process of
equipping students with the knowledge and under-
standing, competencies, skills and attributes needed to
work and live in a way that safeguards environmental,
social and economic wellbeing, both in the present and
for future generations.” Significantly, ESD is widely rec-
ognised as being more than simply educating students
about Sustainable Development; critically it focuses
on educating students for Sustainable Development
– as Sir Jonathan Porritt, Vice Chancellor of Keele
University, puts it, actively “preparing our students for
the work of the world and not just the world of work”
(Porritt, 2012). ESD is about preparing our students
to face future shocks and shape a just, sustainable,
healthy and peaceful future for us all.
(Kolmos et al. 2016) and (Kreber, 2009) also speak
of education about sustainable development as an
assimilation strategy where ‘Sustainable Development’,
is treated as a subject that “we look at”, and that can
20 The REHVA European HVAC Journal — June 2023
STEPHEN MARSHALL
Prof., University of Strathclyde,
Glasgow, Scotland, UK
be learned “principally through extensive reading,
listening and memorising,” e.g. by developing a
new module on sustainable development informing
students of the background to, motivation for, and
progress made on the Sustainable Development Goals.
By contrast, Education for Sustainable Development,
asks students to treat Sustainable Development not
exclusively as a subject only to be ‘looked at’ and
learned about, but as an activity and agenda they
can actively participate in, and influence – or more
overtly, as a challenge to be met. In doing so, it seeks to
connect students to the subject matter and ‘challenge’,
not just cognitively, but emotionally and practically
too – the so-called ‘head, heart and hands’ (Sipos, et al.
2008) competency framework - inspiring students to a
deeper level of learning, and applying their learning to
deliver positive impacts on target communities. This
also speaks to Kreber’s description of “what actually
happens in situations when teachers succeed in fully
connecting their students with their subject”.
Like many other HE institutions, Strathclyde has
already embarked on this journey to embed ESD

with examples of ‘add-on’ modules that have been
purposely designed around sustainable development,
and others that have re-oriented towards, or realigned
subject content and context, with sustainable devel-
opment. One of the most innovative programmes
that has been introduced at Strathclyde is our award
winning Vertically Integrated Projects for Sustainable
Development Programme (VIP4SD) - winner of
2019 International Green Gown Award and the
2020 Association for Advancement of Sustainability
in Higher Education Award. VIP4SD is also included
as a case study in the 2021 QAA and Advance HE
Education for Sustainable Development Guidance and
on the Sustainable Solutions Development Network
(global network of universities focusing on sustain-
ability challenges) website, and as an exemplar of best
practice in the Scottish Government report “Scotland
and the sustainable development goals: a national
review to drive action”.
The Vertically Integrated Projects (VIP) model for
embedding undergraduate research into curricula,
was brought to Strathclyde from Georgia Institute of
Technology in 2012, to create undergraduate research
projects that were led by academics and researchers,
and engaged undergraduate students from all year
groups. From the students’ perspective, this means
they can work collaboratively with academics and their
peers, consistently, on the same real-world research
area through all years of their programme studies at
Strathclyde (i.e. vertical integration). From a research
project and academic’s perspective, this means projects
can be longer lasting, more ambitious in their scope
and, over-time, self-sustaining, as more senior student
team members assume mentorship roles to more junior
members. This also allows academics and students to
build stronger, longer lasting, collaborative research
and educational partnerships. More broadly, the VIP
model focuses on the nexus between education and
research.
In 2016, the University of Strathclyde integrated and
aligned its existing VIP programme with the 17 UN
Sustainable Development Goals, creating the Vertically
Integrated Projects for Sustainable Development
(VIP4SD) programme. This allowed research projects
to focus on SDGs, and make explicit how they planned
to advance agendas towards specific SDG targets.
This allowed the University to both embed Research-
Based Education (RBE) and Education for Sustainable
Development (ESD) into undergraduate curricula
– now focusing on the nexus between education for sus-
tainable development and research, and hence we refer to
the VIP4SD programme as a model of Research-Based
ARTICLES
Education for Sustainable Development (RBESD)
(Strachan et al. 2018) (VIP4SD, n.d.).
Operationalising VIP4SD and ESD
The main challenges that institutions are likely to
experience in implementing a programme of this
nature, centre around institutional buy-in and its
promotion, regulatory and quality assurance processes,
rigidity of the curriculum (historically due to accredi-
tation requirements), staff and student engagement,
timetabling, assessment and supervision resource.
The extent of each of these challenges is also likely
to differ, and is in most cases based on operational
and academic nuances that exist between the facul-
ties, departments or programmes, where a VIP4SD
pathway (i.e. ‘vertical’ route through each study year
of a programme’s curricula) must be ‘carved out’.
Achieving institutional buy-in and finding a VIP4SD
pathway through a programme of study, are probably
the most significant of these challenges. This section
focuses on these and proposes strategies for overcoming
these, but also points to recent developments across
the UK HE sector that are anticipated, over time,
create the enabling environment required to embed
programmes like VIP4SD in HE degree programmes,
and facilitate the more general mainstreaming of ESD
in HE.
Buy-in at executive level at Strathclyde was achieved
early on by pointing to the success of Georgia Institute
of Technology’s VIP programme and then proposing
and implementing a plan for a proof-of-concept pilot,
initially involving a limited set of engaged academics,
and subsequently delivering on this. Furthermore, if it
can be demonstrated that this programme complements
and resonates with other aspects of your institution’s
strategic plan (e.g. student experience, employability,
sustainability, equality, diversity and inclusion, enter-
prise and entrepreneurship, internationalisation of the
curriculum, etc.) this can also strengthen the case for
implementation and mainstreaming.
There are two main approaches to defining a vertically
integrated pathway through a programme’s curricula.
One approach is to take advantage of a curriculum
review, and work with Vice Dean Academics and
Programme Directors to establish robust and fully-
integrated pathways through the programme. This
is analogous to considering a degree programme as a
moving train, where its necessary to wait until the train
(or programme) has stopped at the station before then
switching out carriages (or modules) and replacing
The REHVA European HVAC Journal — June 2023 21
ARTICLES
with new ones. This is undoubtedly the most orderly,
most sustainable and hence most desirable approach to
embedding VIP in a programme. The other approach
is to find a more pragmatic approach to embed (or
retrofit) the pathway into an current and established
programme curriculum, without waiting for a cur-
riculum review, and with as minimal disruption to
the programme and department as possible (e.g. when
the opportunity for curriculum review is not avail-
able). Achieving this, also requires close collaboration
between VIP programme coordinators, department
heads and course directors to work around curricular
constraints such as elective credits being limited to
particular years of study, or navigating a way through,
what may considered, from a course accreditation per-
spective, as a curriculum filled with ‘indispensable’
modules. One such alternative approach may be to
identify a “surrogate” or “container” module, in the
shape of an existing module, that equates to the same
level of student effort (and credit) as required by a
VIP project over an academic year, and which has
comparable learning outcomes (perhaps more compe-
tency-based, such as those aligned with a professional
skills development or research/project-based/case-
study/capstone modules). This module could continue
to run its existing syllabus with one section of the
cohort, while offering others the opportunity to par-
ticipate in a VIP4SD project, under the auspices of
the same module and class code. This is analogous
to re-arranging the furniture in specified carriages
of the train as it continues travels between stations,
without stopping. While a workable solution, this is
also more of a ‘work-around’ solution, which may not
be applicable or suitable for all degree programmes,
and which may be more challenging to sustain. It is
for this reason that more formal, sector-wide guidance
from QAA and professional bodies and academies is
required. Without this, programmes like VIP4SD, and
ESD more widely, would likely remain an adjunct,
add-on extra included in some, but by no means all,
degree programmes. Therefore, it has been a welcome
development to see ESD and other non-technical or
subject-specific elements being actively promoted from
such quarters; providing the influence and leverage
required to motivate and legitimise the kind of struc-
tural change needed to mainstream ESD in HE.
Levers for Mainstreaming ESD
There is a perception that programme accreditation
bodies may have the potential to act as a barrier to, or
powerful enabler of, education innovation. In terms
of ESD, and engineering education, as mentioned,
there has been some welcome advances in this regard.
22 The REHVA European HVAC Journal — June 2023
Many Professional Engineering Institutions (PEIs) and
bodies are now acting as agents of change, actively
advocating for ESD within HE, responding not only
to the moral imperative, brought about by a climate
emergency, to mainstream ESD in HE, but also to the
market demand of employers and students. There is a
growing recognition of their role as a key lever for the
kind of curricular and educational reform needed to
‘refresh’ HE, and equip graduates with the knowledge,
skills, attributes and competencies needed to meet the
types of global challenges they will encounter in their
personal lives and that will undoubtedly shape their
careers.
The Engineering Council’s most recently published
Accreditation of Higher Education Programmes -
AHEP 4, asks for programme learning outcomes to have
“a sharper focus on inclusive design and innovation, and
the coverage of areas such as sustainability and ethics”,
and emphasises that “HEIs are encouraged to make use
of the United Nations Sustainable Development Goals,
and Engineering Council Guidance on Sustainability
in programme design and delivery.” Further to this, is
the Engineering Professors’ Council (EPC) and Royal
Academy of Engineering’s (RAE) Engineering Ethics
Toolkit, which has been designed as a resource to “help
engineering educators integrate ethics content into
their teaching…including how engineering students
need to see ethics in action.” Even more recently, the
RAE, the EPC and Siemens have collaborated to create
a Sustainability Toolkit Steering Group, which while
acknowledging “many excellent resources explain the
sustainability knowledge, skills, and mindsets essential
for 21st-century engineers”, also recognised that “very
few resources exist that support engineering educators
to integrate these into their teaching in a compre-
hensive and effective way.” Therefore, this group will
“develop and curate a toolkit of resources that help
academics explicitly embed sustainability in their day-
to-day practice of engineering teaching, and help make
sustainability integral to, rather than tangential to, engi-
neering learning” (EPC, n.d.). In a broader sense, what
has contributed to this drive for the mainstreaming of
ESD from PEIs and other quarters, not only in engi-
neering education, but across all degree disciplines and
programmes UK HE, is the QAA Subject Benchmark
Statements (SBSs). These “have been drafted and pub-
lished by UK QAA for over two decades, and describe
the nature of study and the academic standards expected
of graduates in specific subject areas. They show what
graduates might reasonably be expected to know, do
and understand at the end of their studies.” The current
review cycle of SBSs, requires “incorporation of con-
sideration of how practice within disciplines addresses
 ARTICLES

wider social goals, comprising equality, diversity and
inclusivity; the requirements of disabled students;
enterprise and entrepreneurship; and education for
sustainable development.”
Conclusion
This paper has presented the University of Strathclyde’s
approach to embedding Research-Based Education for
Sustainable Development into its curricula, using the
Vertically Integrated Projects model for undergraduate
research developed initially at Georgia Institute of
Technology. It has provided some historical context
around how the programme has evolved from VIP
to VIP4SD, as Strathclyde’s vision to embed ESD in
its curricula started to emerge soon after the UN’s
Agenda 2030 and the Sustainable Development Goals
came into being. It demonstrates how the SDGs offer
a powerful and inspirational framework on which
the VIP4SD programme has built its portfolio of
undergraduate research projects around. In addition,
while these projects are wide and varied in their
scope, disciplinary focus and nature, they all share a
common, unifying sense of purpose amongst all staff
and students participating in the VIP4SD programme.
The paper also highlights some of the academic and
logistical challenges that may be anticipated when
attempting to create and operationalise a programme
of this nature, but also points to welcome develop-
ments across the HE sector that will mean what may
have been perceived as barriers to educational innova-
tion of this kind previously, are now increasingly seen
as key enablers of it.
Key Messages
Engineering education, like all others, needs to adapt
and refresh to become fit for purpose in the face of the
challenges its graduates will be instrumental in meeting
collaboratively, through technological innovation and
business leadership.
Many HE institutions across the UK and globally, have
been focusing on education enhancement around ESD,
with many successes such as the VIP4SD programme
at the University of Strathclyde to point to. However,
mainstreaming ESD across intuitions and the HE
sector as a whole, requires legitimising it through more
formal, sector-wide guidance from QAA and profes-
sional bodies to help achieve institutional buy-in for
ESD, while at the same time providing the necessary
staff training and support that is combines to create the
necessary ‘enabling environment’ for institutions and
staff to engage with ESD through a whole institution
approach.

References
Engineering Professors Council (EPC), “In Development: The Sustainability Toolkit”, n.d. https://epc.ac.uk/article/in-
development-sustainability-toolkit/.

Kolmos, Anette, Roger Hadgraft, and Jette Egelund Holgaard. 2016. “Response Strategies for Curriculum Change in
Engineering.” International Journal of Technology and Design Education 26 (3): 391–411. https://doi.org/10.1007/
s10798-015-9319-y.

Kreber, Carolin, Preface. In: Kreber, 2009. eds. The University and its Disciplines: Teaching and learning within and beyond
disciplinary boundaries. New York: Routledge, 4.

Porritt, Jonathan, 2012. “Universities Must Lead the Way on the Sustainability Agenda”, The Guardian. https://www.
theguardian.com/higher-education-network/blog/2012/feb/16/universities-leadsustainability-agenda-porrit.

Sipos, Y., Battisti, B., & Grimm, K. 2008. Achieving transformative sustainability learning: Engaging head, hands and heart.
International Journal of Sustainability in Higher Education, 9, 68-86. https://www.emerald.com/insight/content/
doi/10.1108/14676370810842193/full/html.

Strachan, Scott, Louise Logan, and Stephen W. Marshall. 2022. Vertically Integrated Projects for Sustainable Development:
Achieving Transformational Action by Embedding Research-Based ESD in Curricula. https://doi.org/10.3390/
environsciproc2022015063.

VIP4SD, “Vertically Integrated Projects for Sustainable Development | University of Strathclyde.” n.d. https://www.strath.
ac.uk/studywithus/verticallyintegratedprojectsforsustainabledevelopment/.

The REHVA European HVAC Journal — June 2023 23

ARTICLES

Integral design – a necessity for

sustainable building design

WIM ZEILER
Faculty of Architecture and the Built
Environment, Eindhoven University of
Technology, Eindhoven, the Netherlands
w.zeiler@bwk.tue.nl

Due to the rising demand for more sustainable buildings, it is essential to make optimal use
of natural resources. However, therefore it is necessary to end the dichotomy between
architecture and technology leading to far from optimal functional buildings responsible for
high operational and failure costs. To close the gap between technology and architecture, it
is time for integral design. The necessity for this was recognized by the Dutch Royal Society
of Architects, BNA, as well as the society of Dutch consulting engineers, NL Engineers,
and the Dutch Building Services society, TVVL. A design methodology was developed and
implemented in the education curriculum of the Technical University of Eindhoven. In this
paper, the method and the added value for the professional domain will be presented.

Keywords: Integral Design, Collaborative conceptual design

Introduction
“Architecture will become more informed
by the wind, by the sun, by the earth, by the
water, and so on. This does not mean that
we will not use technology. On the contrary,
we will use technology even more because
technology is the way to optimize and
minimize the use of natural resources”
[Richard Rogers]
Collectively, buildings in the EU are responsible
for 40% of our energy consumption and 36% of
greenhouse gas emissions, which mainly stem from
construction, usage, renovation, and demolition
[EU 2020]. Global warming and the depletion of
materials and resources are major problems. There
is a clear need to change the way how buildings are
designed and not try to solve the problems using
the same kind of approach/logic that caused them
in the first place.

24 The REHVA European HVAC Journal — June 2023


The concept of a building, the basic design, is con-
ceived by the architect first, then there is room for
other disciplines. Design of buildings is seen largely
as an individual’s creative act. However, more and
more it is realized that effective collaboration during
the concept design phase in architecture provides the
greatest potential for the overall success of a building
project [Leon et al 2014]. This is not really a new
idea as already Le Corbusier one of the most famous
architects of the last century showed, see Figure 1.
The design of a highly sustainable building, due to
the increased complexity of building design [van der
Linder et al 2016], inevitably calls for more design
collaboration in the conceptual design phase as well.
Only the early open collaboration of architects and
engineers can facilitate the creation of the necessary
new knowledge and solutions beyond the specific
scope of each individual discipline [Kovacic and
Fitzmoser 2014]. According to the Royal Institute
of British Architects (RIBA) president Jane Duncan,
architects, engineers, and builders must collaborate
[CIBSE 2016]. Designing Sustainable Buildings needs
synergy between the architectural and engineering
domain to create new solutions. This innovation is
needed to reduce the environmental load caused by
buildings. A holistic planning process is required in
order to reduce the high complexity and achieve a goal-
oriented procedure during the planning of buildings
and the development of integrated systems [Honold
et al 2019]. However, in comparison to conventional
buildings, such adaptive sustainable buildings require
much higher planning effort and an interdisciplinary
planning team with disciplines that have typically not
been involved in building planning thus far [Honold
et al 2017].
Figure 1. Necessary change in relationship between
Architect and Engineer. (Source: Le Corbusier 1960)
ARTICLES
Norman Foster and the design board at Foster +
Partners are strong supporters of sustainable design
and are keen to interpret and integrate engineering
principles within design concepts [Smith 2019].
Their philosophy is that the best projects arise from
a totally integrated approach to the design process,
where the core disciplines work together to conceive
and design a project from its earliest inception [Jackson
and Heywood 2019]. Clearly, Building Design is a
team effort, teamwork is key therefore it is necessary to
create a place for the needed innovation. The benefits
of the integrated design are better decisions, higher
speed of response, and improved ability to iterate
and thus reduce the complexity. Early engagement is
essential within building design teams.
However, just putting all disciplines together is not
enough, there is a clear need for design support to
facilitate collaboration between the various design
team members from different disciplines. Design deals
with complex ill definite wicked problems which are
difficult to solve. Therefore, it is important to give
designers the right tools as well as a supportive process
framework to order the design process. However, in the
field of architecture, there is a lack of a body of theory
to support the study of architectural design methods
[Plowright 2014], which makes it necessary to review
concepts from other foiled of study like mechanical
engineering. Therefore, we looked for a framework to
support the activity of building design. In the early
1960s researchers and practitioners began to investi-
gate new design methods to improve design process
outcomes [Cross 2007] right up to the present day [Le
Masson et al 2017].
Integral Design where the architect and consulting
engineers truly collaborate in the conceptual phase
of the building design process is needed is an optimal
exchange of interpretations and ideas, see Figure 2.
Figure 2. The needs with the conceptual design phase.
The REHVA European HVAC Journal — June 2023 25
ARTICLES
In section 2, details of the developed methodology are
described. In session 3 the experimental setting was
provided to improve the design process and descrip-
tions of the experiments for testing the method and
interventions with professionals and with students.
In section 4, the results of the different experiments
are provided, in section 5 the analysis of the results
is followed by a discussion of the results in section 6.
Finally, section 7 provides the conclusions about the
added value of the design approach as an educational
support tool and research tool as well as some remaining
needs for further research and developments in relation
to the morphological aspects of the developed design
tools. This article is an updated overview of an earlier
published paper [Zeiler 2016] and represents the result
of research on Integral Design that started in 1999
up to now.
Methodology
It is important to provide a theoretical basis to
encourage the strategic use of design methodologies
as teaching strategies [Curry 2014] fully and strictly
applied in industrial applications [Dorst 2016]. It is
better to develop a design method as close as possible
to practice and with help of industry. Therefore, in
1999 the professional Dutch organization for archi-
tects BNA and consulting engineers NL Ingenieurs
Figure 3. Black-box approach to building design with all professional organizations involved.
Figure 4. Basic steps within the Integral design process.
26 The REHVA European HVAC Journal — June 2023
together with the University of Technology Delft and
the Dutch Building Services Society started research
in close cooperation with the industry to develop a
design method to improve the conceptual building
design process. This led to research with workshops
organized with professional organizations to test a
specific design method, see Figure 3. Integral Design
based on Methodical Design and the extensive use of
Morphological Charts and Morphological Overviews
[Savanovic 2009].
The Integral design method is based on in the tensive
use of morphological charts [van den Kroonenberg
1988] and its outcome was evaluated in a situation
as close as possible to practice amongst professionals.
The design method has a distinctive feature, the step
pattern of activities (generating, synthesizing, selecting,
and shaping, that occurs within the design process, see
Figure 4.
In the first step of the integral design method, the
individual designer has to make a list of what he thinks
are the most important functions that have to be ful-
filled based on the design brief. This is derived from
their own specialist perspective. The morphological
charts are formed as each designer translates the main
goals of the design task, derived from the program of
demands, into functions and aspects and is then put

into the first column of the morphological chart, see
Figure 5. A morphological chart is a kind of matrix
with columns and rows which contain the aspects and
functions to be fulfilled, see Figure 5 step 1 and the
possible solutions connected to them, see Figure 5 step
Figure 5. Concept of a morphological chart: Step 1
Functions and aspects to be fulfilled and step 2 related
sub-solutions to the functions and aspects.
Figure 6. The first two design steps of the design team’s process cycle, interpreting the design brief and list the
functions in the first column of the individual morphological chart and the related sub-solutions.
ARTICLES
2. These functions and aspects are derived from the
program of demands. In principle, overall solutions
can be created by combining various sub-solutions
to form a complete system solution combination
[Ölvander et al 2008].
In the second step of the process, the designers add
the possible part solutions to the related rows of the
functions/aspects of the first column, see Figure 6 Step
2i. The morphological charts represent the individual
interpretation of reality, leading to active perception,
stimulation of memory, activation of knowledge, and
definition of the needs of each individual designer.
These individual morphological charts can be
combined by the design team to form one morpho-
logical overview, see Figure 6. This is done in two
steps, the team members have to agree on what are the
most important functions and aspects to be fulfilled
see Figure 6 step 1t. After this, the team can decide
on which sub-solutions are relevant to be added to
the agreed functions or aspects, see Figure 6 step 2t.
Putting the morphological charts together enables ‘the
individual perspectives from each discipline to be put
on the table’, which in turn highlights the implications
of design choices for each discipline.
By structuring design (activities) with morphological
overviews as the basis for reflection on the design
results, stimulates communication between design
The REHVA European HVAC Journal — June 2023 27
ARTICLES
team members and helps the understanding within
design teams. It eases collaboration as it makes it
easier to come forward with new design propositions.
Visualizing the contributions, the morphological
overview stimulates the understanding of the different
perspectives among design team members.
Unfortunately, in the conceptual phase of the design,
it is not possible to accurately evaluate the quality
of the mentioned functions/aspects or sub–solutions.
Only a quantitative analysis is possible by counting
the number of mentioned functions/aspects and sub-
solutions. The number of functions and sub-solutions
mentioned by the designers in their morphological
charts and the design team’s morphological overview
were counted, for example, see Figure 7.
Figure 7. An example of the transformation of the individual morphological charts into a morphological overview,
indicate the functions/aspect in the morphological overview and where they came from [Zeiler 2018].
28 The REHVA European HVAC Journal — June 2023
Experiments
Since the year 2000, together with the Royal society
of architects (BNA), the Association of Consulting
Engineers (NLIngenieurs) and the Society of Building
Services Engineers (TVVL), different series of work-
shops were organized in the Netherlands. More than
two hundred professionals, with at least 12 years of
experience, of the involved professional organizations,
voluntarily participated in these workshops. After
extensively experimenting with different setups for
the workshop, a 2-day workshop setting was selected
[Savanovic 2009]. The two days workshop was organ-
ized as part of a professional training program for
architects and consulting engineers (structural engi-
neers, building services engineers, and building physics
engineers)

In connection with the Integral design research project
for professionals in the Dutch building industry, we
developed an educational project, the master project
Integral Design. The concept of the integral design
workshop for professionals was implemented within
the start-up workshop of our multidisciplinary masters’
project. The different design assignment all were related
to the design of zero energy buildings. These complex
tasks require early collaboration of all design disciplines
involved in the conceptual building design and as such
let the students experience the added value of the design
method. Master students from architecture, building
physics, building services, building technology and
structural engineering participated in these projects.
The basis of this project, which serves as a learning-
by-doing start-up workshop for master students, is a
method with extensive use of morphological charts
combined to a morphological overview of the design
team. During the start-up workshop, professionals
participated in the student’s design teams and this
specific intervention within the design process has
been investigated. Having a tested framework for intro-
ducing the design method allowed us to investigate the
effects of different interventions as well as the analysis
of several aspects, such as the effectiveness of different
designers or the effect of communication in words or
sketches. The framework of the approach is presented
in Figure 8, the program and setup of the workshop.
Figure 8. Program and set-up of start-up workshop.
ARTICLES
All the assignments had a similar level of complexity
which made the results comparable. To investigate
the effect of the morphological tools of the Integral
design approach they were used in similar workshop
setting for different types of students, professionals,
and practitioners, in brackets is the number of
participants;
Bachelor students (181) 2015-2022
The students of the course in which the workshop
was held were 2nd and 3th year bachelor students, age
around 20-22, all Dutch. The students were from the
Faculty of the Built Environment and of the Faculty
of Psychology and Technology.
Master students (150) 2011-2018
These were 4th-year students (architectural, struc-
tural, building physics, and building services) all from
the Faculty of the Built Environment, aged around
22-24.
Architectural Master students (11) 2017
One workshop was held for students of architecture all
working in a Master thesis project design atelier as part
of their MSc graduation project. So they were 5th-year
students who nearly had finished their studies, aged
around 23-25. This was the only mono-disciplinary
group in the comparison.
The REHVA European HVAC Journal — June 2023 29
ARTICLES

PDEng students (18) 2012-2013 Results: From Morphological Chart to

The students from the Post Doctoral Engineering
(PDEng) program Smart Energy Buildings and Cities
(SEB&C) were from all different International MSc
discipline backgrounds, age 24-26.
Professionals (24) 2009
In the research of Savanovic [2009] the concept of
working with morphological overviews was tested in
different series of workshops for professionals, with
at least 12 years of experience. There were 4 series of
workshops with in total 96 participants for testing
different set-ups. Here only the results of the final 5th
workshop are included.
Professionals (8) 2015
In 2015, the researchers participated in the start-up
of a real professional project for the design of a nearly
Zero Energy Building [de Bont et al. 2016]. The pro-
fessionals had around 20-year experience.
Practitioners (19) 2019
The Dutch society for Building Services Engineers
TVVL, together with the TU Eindhoven organized a
master call. There were no restrictions on the partici-
pants, unlike the workshops for professionals in the
research of Savanovic [2009] where the participants
should have a least 12 years of experience.
Morphological Overview
The central element of the Integral Design
process is the use of Morphological Charts by
individual designers which were combined into
one Morphological Overview by the design team.
The average numbers of functions and solu-
tions as mentioned by the design teams in their
Morphological Charts and Morphological Overview
as well as the relative increase are represented in
Figure 9.
Discussion
The group interaction is of great importance during
the conceptual design phase and has a clear positive
effect on the number of functions and aspects
discussed as well as on the number of generated sub-
solutions. This was found by the original research
with professionals [Savanovic 2009] as well as in the
educational setting with different types of students,
as well as in experiments in real projects and profes-
sional settings. Given the number of involved design
teams in the series of workshops, with 347 students
and 123 professionals as participants, there is a sound
quantitative basis for the conclusion that it really
helps to integrate the different design disciplines and
create synergy.

Average increase number of Functions and Subsolutions

using MO for different groups in %
140% 129%
120% 105%
100%
77%
80% 62% 62% 56%
56%
60% 48%
40% 31% 26% 28% 28% 30%
13%
20%
0%
Bachelor 2015- Master students Architectural PDEng students Prof 2009 (n=24) Prof 2015 (n=8) practitioners
2022 (n=181) 2011-2018 master students 2012-2013 2019 (n=19)
(n=150) 2017 (n=11) (n=18)

Increase Functions Increase Subsolutions

Figure 9. Comparison of the average relative increase in the number of functions and sub-solutions by individual
students, professionals and practitioners in their Morphological Overviews compared to the average results from
the individual Morphological Charts.

30 The REHVA European HVAC Journal — June 2023

 ARTICLES

Figure 10. The morphological overview to connect the minds of the design team.

Conclusions
However, a break with the traditional line of thoughts
of architects as well as consulting engineers is there
for needed. A new design model, Integral Design,
was developed to support interaction between all
the disciplines involved in the conceptual building
design process by structuring the communication and
solution generation process in steps. By structuring the
information flow about the tasks and solutions of the
other disciplines the method forms a design within
the design process and enables a structured approach
even in the conceptual design phase. The use of the
morphological overview based on the individual mor-
phological charts creates a way to share interpretations
and ideas for solutions forming a basis for synergy
leading to more innovative designs, see Figure 10.
The main lessons from this paper are that Integral
Design with its use of morphological overviews
stimulates collaboration and exchange of ideas and
perspectives between architects and engineers. It helps
them with their communication. As such it is a good
method for supporting the education of a new genera-
tion of architects and engineers, whom each have new
roles in the highly complex tasks of designing sus-
tainable nearly Zero Energy Buildings energy positive
buildings or even Carbon neutral buildings.
The design method had a major positive effect on the
number of proposed sub-solutions and also on the
number of functions and aspects considered in the
conceptual phase of the design process by the design
team members. This indicates that the effectiveness
and productivity of design teams were largely improved
by adding structure to the process. The role of the
morphological charts and overview is in structuring the
process and enabling analysing the conceptual design
process in more detail. As such is it a valuable approach
to inventing the necessary new more sustainable solu-
tions for the future. Integral design is a necessity for
truly sustainable buildings and as such a prerequisite
for the energy transition toward 2050.

Acknowledgements
This research was done in cooperation with the Dutch Society of Architects BNA, the Dutch Society for Consulting
Engineers NLIngenieurs, and the Dutch Society for Building Services Engineers TVVL. The project was financially
supported by the professional organizations Techniek Nederland (formerly UNETO-VNI) and Wij Techniek
(formerly OTIB) as well as the foundations WOI and PIT.

The REHVA European HVAC Journal — June 2023 31

ARTICLES

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32 The REHVA European HVAC Journal — June 2023

 ARTICLES

Advancing transdisciplinary
architecture and engineering
education: Defining the needs
of a new multidisciplinary built
environment design professional

ELIZABETH COOPER SONJA OLIVEIRA DEJAN MUMOVIC

UCL Institute for Department of Architecture, UCL Institute for Environmental
Environmental Design and University of Strathclyde, Design and Engineering, London, UK
Engineering, London, UK Glasgow, UK

There is wide recognition in policy, practice and higher education that complex climate
change challenges cannot be fully addressed without highly integrated multidisciplinary
knowledge and ability. This is especially critical in the built environment. The purpose of this
article is to discuss approaches through which educational and practice needs of a new
multidisciplinary built environment professional are being considered. The article builds
on a prior study by the authors involving a UK case study drawing on the developmental
process involved in creating and running a novel highly integrated MEng course and begins
to assess the outcomes of the first cohort that completed the programme. The insights help
define the approaches that underpin development of a multidisciplinary course, evaluate
the outcomes, and articulate the potential competency criteria needed for a new design
professional. These criteria will aid future development of engineering professions and ways
professional bodies accredit educational provision.

Keywords: Built environment, Design, Engineering, Higher Education, Multidisciplinary

Introduction
There is established recognition in international
policy that multidisciplinary knowledge and compe-
tencies are critical in addressing growing complexity
of climate change and carbon emissions challenges
(Friedlingstein et al., 2022). The need for multidis-
ciplinary approaches is particularly significant in the
built environment context, a key contributor to carbon
emissions globally (Friedlingstein et al., 2022). This
recognition has led to an increasing understanding
in education and practice that solutions may lie not
only in more effective integration of built environment
multidisciplinary teams but also in the educational
development of a new kind of built environment
professional (Butt & Dimitrijević, 2022; Nguyen &
Mougenot, 2022).

The REHVA European HVAC Journal — June 2023 33

ARTICLES
In the higher education (HE) context, multidisciplinary
approaches are seen as a classification of interdisciplinarity
with interdisciplinarity seen as the ‘integration of knowl-
edge drawn from diverse disciplines to address problems
that cannot be solved by one discipline’ (Van den Beemt
et al., 2020). Though there are emerging courses in the
built environment that promote integration of different
disciplinary domains such as architecture and structural
engineering, architecture and building services engineering
and more recently architecture, structural and building
services engineering, there have been few accounts of their
developmental approaches (Oliveira et al., 2022), and a
paucity of published evaluations of the educational or
career outcomes. It is widely recognised that identifying
pathways to multidisciplinary education remain chal-
lenging. A recent review carried out by Van den Beemt et
al. (2020) on approaches to interdisciplinary education in
engineering suggests that developing both multi and inter-
disciplinary skills demand a different type of pedagogy and
‘teaming experiences’ that facilitate new ways of learning.
Their review also argues for a greater understanding of
resources needed as well as barriers to wider development
of interdisciplinary education including awareness of the
institutional challenges involved.
Research in architecture and engineering education
has mostly approached the issue by analysing ways to
achieving multidisciplinary curricula largely through
either incorporating sustainability or enabling design-
studio and/or project-based learning delivered by
multiple disciplines (Oliveira et al., 2022). The purpose
of this paper is to discuss the development and early
implementation of educational and practice needs of a
new multidisciplinary built environment professional
drawing on authors’ prior case study of a UK MEng
Course (Oliveira et al., 2022). The discussion has
benefits to both higher education providers and practi-
tioners in helping articulate the potential competencies
and needs of a future built environment professional, and
the underpinning processes that may shape its delivery.
Methodological approach and case
This work builds on the empirical case study explained
and discussed in the authors’ recent paper (Oliveira
et al., 2022). The methodological approach of this
previous work involved narrative synthesis including
reflection and dialogue of a prior empirical case study
as well as thematic review of the literature (Lisy &
Porritt, 2016). A review of the development processes
for the UCL MEng Engineering and Architectural
Design course, with the primary focus being on
understanding how the multidisciplinary content
and delivery mechanisms developed during the initial
34 The REHVA European HVAC Journal — June 2023
stages of the course development, was conducted. In
addition to extensive documentary analysis, the case
study also involved holding interviews with educators
and industry advisors on the curriculum design process.
The course was developed to provide a fully accredited
pathway for chartered engineer status through JBM
and CIBSE, with expanded attributes in architectural
design. These requirements informed the initial criteria
through which discussions developed amongst the
curriculum design team. The curriculum design team
involved expertise from multiple departments repre-
senting diverse disciplines including academics from
The Bartlett School of Architecture, the UCL Institute
for Environmental Design and Engineering and the
Department of Civil, Environmental and Geomatic
Engineering as well as leading industry experts.
The course development also included discussions of
facility provision and the site for course delivery was a
critical aspect of joining up disciplinary thinking and
developing the multidisciplinary ethos of the course.
The following section describes the empirical setting,
the rationale for the course as viewed by its creators
and the ways future graduates and their experiences
were conceived.
The rationale for the course
– a paradigm shift
The UCL team’s contention in developing the course
was rooted in their view that ‘grand challenges facing
society, and indeed the planet i.e., sustainability, well-
being, changing climate, and intercultural interactions,
all implicate the built environment’. The course was
described to be aimed at creating a novel interdisciplinary
workforce, and network, of creative professionals each
with complimentary knowledge and skill in both engi-
neering and architectural design, who are better equipped
to exploit the opportunities afforded by new technologies
and methods. The need for this programme was described
by its creators to be also evidenced in the paradigm shift
that is taking place in the way our built environment is
designed, procured, constructed, and regulated.
The rationale for launching this new programme also
related, according to the team developing it, to UCL’s
location in London and its unique proximity to many
of the world’s leading consultants operating in the fore-
front of the field such as, AKT II, Arup, Foster and
Partners, Fielden & Clegg, Buro Happold, Price and
Myers, and Laing O’Rourke. The programme is based
at new facilities at Here East, Hackney Wick which
house a sequence of multi-functional and adaptable
large-scale spaces. These extend from 1) public/exhi-
bition/foyer/studios, to 2) a large collaboration hub

for demonstrations/assemblies/and gatherings of
variable scale, through to 3) a large volume fabrica-
tion space for large scale manufacture and assembly,
and 4) a large research hub for dedicated projects at
an advanced level, including environmental chambers.
The ensemble is promoted to provide a state of the art,
world-class facility with unrivalled transparency and
ease of engagement between the constituent parts of
learning, research, and enterprise. Occupants are said
to be provided with an entirely novel environment that
is part gallery and archive, part auditorium and theatre,
part studio and office, part laboratory and factory, and
part social generator, all in one envelope.
Student experience and teaching delivery was described
to be centred on a combination of the design studio
model that underpins ARB/RIBA validated programmes
with engineering problem-based learning excellence.
This was viewed to be a unique mix, placing creativity
and design at the centre of engineering education,
to challenge conventional models, allowing students
the opportunity to understand and develop advanced
design methodologies whilst acquiring expertise on how
they are augmented and resolved through engineering
knowledge. The course development team also initially
described how graduates needed to develop the confi-
dence, knowledge, expertise, and creative propositional
abilities to undertake the critical first steps of a project
including brief development and design in a context of
significant uncertainty, and to advocate their designs
and engage in robust critical interdisciplinary discus-
sion as they evolve. The course structure is graphically
summarised in Figure 1 and an outline of the core
and elective modules is provided in Table 1. Rooted
in discussions of developing key knowledge and ability
were initial thoughts on key competencies needed.
MEng Engineering and Architectural Design
Architecture
Design
Studio
Civil
Engineering
Figure 1. Course structure diagram. (Oliveira et al., 2022)
ARTICLES
Approaches to initial thinking on key
competencies for multidisciplinary built
environment design professionals
The course is intended to provide an environment
where completing graduates will:
• Be prepared for a professional life in the integrated
design of the built environment
• Have the educational competencies for corporate
membership of a relevant professional institution
such as the ICE, IStructE or CIBSE
• Practically apply fundamentals to real-world
scenario to enable rich and divergent analysis and
development
• Critically apply appropriate tools and processes
to expeditiously deliver advanced and pertinent
propositions
• Have the tools and confidence to bridge and unify
previously disparate disciplines
• Develop a study, research and work principle that
is both conceptually and practically interdiscipli-
nary Be equipped with the necessary skills and
expertise to discover and grow their own design
and engineering vision within a diverse culture and
fast-changing environment
• Have knowledge and skills to authoritatively chal-
lenge status-quo and develop new paradigms
• Lead in meeting the national and international
demands for productive and environmentally effec-
tive built environments
• Have the acumen and knowledge to undertake
further research and scholarly activity
• Be inspired, prepared and fully supported indi-
viduals with opportunity to fulfil their personal
goals, their intellectual and creative potential
Environmental
Engineering
The REHVA European HVAC Journal — June 2023 35
ARTICLES

Integrated master’s degrees (often denoted MEng)
accredited for the purpose of CEng registration need
to demonstrate an emphasis on developing solutions to
problems using new or existing technologies, through
innovation, creativity, and change. The integrated
master’s is promoted to go beyond the outcomes of
accredited bachelors (honours) degrees to provide a
greater range and depth of specialist knowledge, within
an authentic environment, as well as a broader and
more general academic base. As such the development
team drew on the Accreditation of Higher Education
Programmes (AHEP4) learning objectives, noting how
they provide a sharper focus on inclusive design and
innovation, and the coverage of areas such as sustain-
ability and ethics. The coverage of equality, diversity
and inclusion is also noted to be further strengthened
to reflect the importance of these matters to society as
a whole and within the engineering profession.
Courses like this, according to the team developing
them, were seen to provide a foundation for leader-
ship and innovative engineering practice. Graduates
from an integrated master’s degree such as this
were intended to achieve interdisciplinary learning
outcomes, possessing a broad and coherent body of
knowledge including mathematics, natural science and
engineering principles, and a proven ability to apply
that knowledge to analyse and solve complex problems.
Graduates need to be able to select and apply quan-
titative and computational analysis techniques in the
absence of complete data, discussing the limitations
of the methods employed. With an appreciation of
professional engineering practice and ethics, graduates
were also expected to be commercially aware and able
to apply their knowledge and skills to design, deliver
and evaluate innovative new products or services to
meet defined needs using new or existing technologies.
Whilst the above section explained the ambition and
initial thinking conveyed by the development team, the
following section discusses key findings that emerged
from the narrative synthesis of the development process
itself, positioning the findings as discussed in Oliveira
et al. (2022) within extant literature. Additionally, the
section presents the findings from an initial review
and analysis of the final classifications and job place-
ment of the first cohort to complete the programme.
The student outcomes are presented to begin to
evaluate the strengths and weaknesses of the structure
described in detail by Oliveira et al. (2022) and to
inform the future refinement and development of the
course, and of architecture and engineering education
more broadly. In this way, evidence will be added to
support one of the indicators of engineering education
success as described in Graham (2018), that is, the
‘value added’ to the student. This work also aims to

Table 1. Summary outline of the course structure.

Year 1 Year 2 Year 3 Year 4

Core Module 1 Core Module 8 Core Module 13 Elective Module 1

History and Theory of Structural and Foundation Mechanics of Buildings (Range of options)
Engineering & Architecture Analysis and Design

Core Module 2 Core Module 9 Core Module 14 Elective Module 2

Mathematical Modelling and Advanced Mathematical Sense, Sensing and (Range of options)
Analysis I Modelling and Analysis Controls

Core Module 3 Core Module 10 Core Module 15 Core Module 18

Building Physics and Urban Physics Practice and Project MEng Dissertation
Energy Management

Core Module 4 Core Module 11 Core Module 16 Core Module 19

Building Physics and Environmentally Responsible Making Buildings Design Practice 3:
Environment Building Systems Vertical Design Units

Core Module 5 Core Module 12 Core Module 17

Materials Mechanics and Design Practice I: Design Practice 2:
Making Design Studio Vertical Design Units

Core Module 6
Design Make Information

Core Module 7
Design Make Live

36 The REHVA European HVAC Journal — June 2023


help fill the gaps defined by Richter and Paretti (2009),
notably a lack of measurable outcomes of interdisci-
plinary engineering education.
Findings
Narrative analysis
A key ingredient to developing multidisciplinary cur-
ricula was found to be ensuring that the team has a
shared ethos and understanding, flexibility and agility
in meeting both professional and personal expectations
of the process, and critically obtaining institutional
support. These findings are echoed in much of the
literature on multidisciplinary education and practice.
Power and Handley (2019) discuss three interrelated
approaches for better integration of interdisciplinarity
in HE including, maintaining clear communication,
providing an adequate structure, and facilitating
cultural change through shared values.
In the Oliveira et al. (2022) study these shared values
were found by the participants to be not only of a
professional character but also deeply personal. Some
participants observed and discussed the importance of
conveying a sense of a ‘common desire’ to achieve an
‘integrated approach’ that ‘realised the importance of
each team’. In addition to shared beliefs, most partici-
pants reflected upon a sense of having ‘a blank sheet of
paper’ when developing the course content to ensure
that all content created was bespoke and could fit the
diverse professional body criteria. This ‘ground-up’
approach differs from ways many similar interdisci-
plinary integrated courses develop by fitting around
shared modules and content. Professional expectations
were also found to reflect many of the participants own
professional experiences, working across disciplines
with many discussing the importance of that expe-
rience to provide the skills to transcend disciplinary
boundaries. Whilst many described the future graduate
to be a new type of professional, a ‘building designer’
as well as a ‘specialist generalist’, many also discussed
the potential other possibilities the course could offer
to a developing industry need for greater collaboration
and integration.
When personal expectations were discussed, these
tended to convey the practicalities of developing
shared values such as maintaining a positive focus
and ensuring starting points and goals were well com-
municated. Some describe the inherent challenges of
communicating across differing disciplinary expecta-
tions and the need for maintaining a shared vision and
positive outcomes as critical to managing those dif-
ferences. For many, their life experiences beyond the
ARTICLES
course shaped their understanding of their particular
roles in the course development – seen by some as
fulfilling the role of negotiators, others as visionaries.
Whilst much of the detail was uncertain at the start
of the discussions, there was a wider acceptance that
the process was largely unknown and flexibility and
agility to adapt to the process was observed by all
as key. The need for flexibility and agility supports
and extends work by Clevenger et al. (2017) on the
importance of a shared programmatic and course level
vision as well as providing opportunities for itera-
tion and risk taking in facilitating multidisciplinary
curricula.
Whilst being mindful of both professional and personal
expectations was found by all to matter, the critical,
and possibly most significant challenge, was obtaining
institutional support. The institutional support and
resource to ensure all content created and developed
was bespoke to the needs of the course was found to
be a critical component of the discussions’ successful
outcome. Insights also suggest that willingness to take
risks by both the institution and the course developers
is critical to the success of the course development
process. Participants discussed the process of devel-
oping the course as being challenging as well as open
and a venture into the unknown. Many participants
stressed the importance of the course being a new type
of discipline- neither engineering nor architecture.
Institutional support as well as having the possibility
of the course being delivered in a purpose-built facility
driven by a design studio style teaching delivery were
important factors in maintaining vision as well as
overcoming cross departmental challenges. Many
participants discussed the importance of ‘maintaining
ambitious vision’ as an important aspect of the course
development conversations. The need for institutional
support is also reflected in other studies as a key condi-
tion to enabling multidisciplinary curricula to evolve
(Richter & Paretti, 2009).
Review of the outcomes of the first cohort
According to UCL’s Bartlett School of Architecture
(BSA), there are 300 permanent members of staff
at BSA and 1,600 undergraduate and postgraduate
students, or an academic staff to student ratio of
approximately 1:5. In comparison the academic staff
to student ratio for UCL as an institution is approxi-
mately 1:10. The MEng Engineering and Architectural
Design has about 30 primary teaching staff and 44
tutors for a maximum ‘steady-state’ student enrolment
of 240 (60 per year for 4 years), or a staff to student
ratio of just over 1:3, making this a staff-resource
intensive programme.
The REHVA European HVAC Journal — June 2023 37
ARTICLES
Thirty students made up the first cohort, and as of
May 2021 twenty-three had completed their disserta-
tion. The average final dissertation mark was 71, the
highest mark was 88 and the lowest mark was a 44;
where marks above 70 are equivalent to an ‘A’, 60-69
a ‘B’, 50-59 a ‘C’, and marks below a 50 are fails.
Results from eighteen students of this first cohort were
reviewed, sixteen with a Master of Engineering and
two with a Bachelor of Engineering. Of those who
completed the MEng eight earned first class honours
with final marks above 70; seven received second class
honours (upper division) with marks above 60; and
one earned a second class honours (lower division)
with a mark above 50. In modules that are shared
across programmes, the students enrolled in the MEng
EAD programme were some of the highest performers.
Reasons for this could, in part, be due to the type of
students that were attracted to the nascent programme.
Information gathered from initial interviews with staff
suggest that the first cohort were largely self-motivated
high achievers. It is unknown if the distribution of
final classifications will remain skewed to as many
distinctions as the programme matures.
Early reports from graduates and employers indicate
high rates of employment with some students
receiving offers of employment as early as the first
term of their final year. Comments from employers
suggest that the broad set of skills learned by gradu-
ates is very desirable. However, both students and
employers expressed concerns about how, or where,
they fit into a traditional practice. Approximately
one quarter of the first two graduating quarter are
working towards RIBA Part 1, another 25% report
employment as ‘graduate structural engineer’, an
additional quarter list their job as ‘architectural
engineer’ or as part of a sustainability team, the
remaining graduates report a wide variety of job
types including, digital media, robotics, or further
education (e.g., RIBA Part 2).
Further evaluation of the programme through exten-
sive interviews with graduates, current employers, and
staff is on-going.
Conclusion
It is well established that developing multi-, inter-,
and transdisciplinary curricula is a complex endeavour
and that it requires coordinated efforts by academics
and industry from different university departments
and different disciplines. However, it is less well
known that coordination and communication of
such efforts can also be shaped by professional and
38 The REHVA European HVAC Journal — June 2023
personal expectations as well as institutional contexts
as discussed above. In addition, many of the academics
involved in the course development discussed above
had prior experiences of working or learning in mul-
tidisciplinary environments and this prior experience
and knowledge enabled an open mindset and positive
focus on shared outcomes.
Whilst the implications of this study are primarily
in advancing engineering and architecture curricula,
there are helpful insights that might benefit other cur-
ricula in other engineering disciplines. For instance,
the importance placed on personal experiences and
expectations. Most participants engaged in developing
this course had some prior experience of multidiscipli-
nary curricula, either as students or educators in past
institutions. There may be further helpful benefit in
developing STEM professional courses or seminars
that could offer insight and experience of learning in
a multidisciplinary environment, leading to a posi-
tively led curricular approach that merges and draws
on different disciplines. Whilst the participants did
not reflect on the role of the environment both on
terms of equipment or space needs, it may have been
helpful to further explore how the physical design of
a very novel and bespoke space facilitated or enabled
certain curricular understandings or discussions.
Future studies could further explore how this novel
environment may inform or enable particular types
of activities and learning environment that otherwise
may not have been possible. It is also recognised that
this study is based on one course. Future studies could
compare course development processes with regards
to multidisciplinary content of two or more courses,
perhaps across different sectors or between different
countries. Future studies are also needed to analyse
further the role different people and their activities,
vision and expectations play in developing multidis-
ciplinary content.
Transcending multiple disciplinary boundaries is
becoming increasingly important for devising solu-
tions to the world’s most pressing issues, such as
climate change and decarbonisation. Multidisciplinary
education offers opportunities to help develop new
competencies and attributes of future built environ-
ment professionals. There is emerging evidence, from
the review of the interdisciplinary MEng programme
in Engineering and Architectural Design at UCL,
that both students and industry find the educational
approach to be of great value. The insights from this
paper offer helpful pathways to how curricula that
ensure development of new competencies could be
considered.
 ARTICLES

References
Butt, A. N., & Dimitrijević, B. (2022). Multidisciplinary and transdisciplinary collaboration in nature-based design of
sustainable architecture and urbanism. Sustainability, 14(16), 10339.

Clevenger, C. M., Brothers, H., Abdallah, M., & Wolf, K. (2017). Initial assessment of a newly launched interdisciplinary
construction engineering management graduate program. Journal of professional issues in engineering education and
practice, 143(3), 04017001.

Friedlingstein, P., Jones, M. W., O’Sullivan, M., Andrew, R. M., Bakker, D. C., Hauck, J., Le Quéré, C., Peters, G. P., Peters, W., &
Pongratz, J. (2022). Global carbon budget 2021. Earth System Science Data, 14(4), 1917-2005.

Graham, R. (2018). The global state of the art in engineering education. Massachusetts Institute of Technology (MIT) Report,
Massachusetts, USA.

Lisy, K., & Porritt, K. (2016). Narrative synthesis: considerations and challenges. JBI Evidence Implementation, 14(4), 201.

Nguyen, M., & Mougenot, C. (2022). A systematic review of empirical studies on multidisciplinary design collaboration:
Findings, methods, and challenges. Design Studies, 81, 101120.

Oliveira, S., Olsen, L., Malki-Epshtein, L., Mumovic, D., & D’Ayala, D. (2022). Transcending disciplines in architecture,
structural and building services engineering: a new multidisciplinary educational approach. International Journal of
Technology and Design Education, 32(2), 1247-1265.

Power, E., & Handley, J. (2019). A best-practice model for integrating interdisciplinarity into the higher education student
experience. Studies in Higher Education, 44(3), 554-570.

Richter, D. M., & Paretti, M. C. (2009). Identifying barriers to and outcomes of interdisciplinarity in the engineering
classroom. European Journal of Engineering Education, 34(1), 29-45.

Van den Beemt, A., MacLeod, M., Van der Veen, J., Van de Ven, A., van Baalen, S., Klaassen, R., & Boon, M. (2020).
Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of engineering education,
109(3), 508-555.

13 –14 November 2023

REHVA Brussels Summit 2023 will take place on 13-14 November in Brussels.

Join us for the policy conference on 14 November with a topic around

decarbonisation and the improvement of skills in our field.

Mark your calendar now and stay tuned for more information on the program
and registration. We look forward to seeing you in Brussels!

The REHVA European HVAC Journal — June 2023 39

ARTICLES

Air cleaner as an alternative to

increased ventilation rates in buildings:
A simulation study for an office

ALIREZA AFSHARI ALESSANDRO MACCARINI GÖRAN HULTMARK

Department of the Built Department of the Built Department of the Built
Environment (BUILD) Environment (BUILD) Environment (BUILD)
Aalborg University Aalborg University Aalborg University
Copenhagen Copenhagen Copenhagen
Denmark Denmark Denmark

Abstract: This study analyses the feasibility of utilizing advanced air cleaner technology for
air purification in a system-based filter (recirculating ventilation system), a room-based filter
(local recirculation in each room), and a beam-based filter (recirculation in an active chilled
beam). The results show that choosing the appropriate air cleaner can significantly impact
energy performance and improvement of indoor air quality.

Background
Air pollution poses significant risks to human health,
as it comprises a combination of gaseous and particu-
late contaminants. Both indoor and outdoor air quality
are affected by air pollution, which can either originate
from indoor sources or be brought into buildings from
the outdoor environment. Given that people spend
most of their time indoors, exposure to air pollution
primarily occurs inside buildings. This exposure has
been linked to adverse effects on the immune [1], res-
piratory, and cardiovascular systems [2-4], as well as an
increased risk of lung cancer [5] and premature mor-
tality [3]. Short-term symptoms of exposure to poor
indoor air quality include headaches, eye, nose, and
throat irritation, fatigue [6], and asthma [7], which can
lead to decreased productivity and increased workplace
absenteeism [8].
Indoor air quality is affected by both indoor and
outdoor sources [9]. Outdoor air pollutants come
from different sources, such as burning fossil fuels for
heating, transportation, and production of electricity,
as well as waste incineration. Typical indoor sources of
pollution include cleaning products, office equipment,
cooking, and biological activities by humans, pets, and
mould [10, 11].
To mitigate the negative impacts of outdoor-to-indoor
pollution transfer, the use of supply air filters in the
ventilation system improves indoor air quality. To
reduce the impact of indoor pollutants, the most effec-
tive approaches are to reduce or eliminate those sources
and to ventilate the space with cleaned outdoor air. An
alternative technical solution to increase ventilation
rates with outdoor air is to utilize filters. This can be

40 The REHVA European HVAC Journal — June 2023


carried out by three different methods: filtering air
centrally using the HVAC system, placing air cleaners
in each room [12], and utilizing a combined active
chilled beam with a filter.
Studies suggest that filtration can enhance the effec-
tiveness of source control and ventilation in enhancing
indoor air quality. Installing a portable air cleaner or
using the air filter in a cooker hood or using recirculation
in combination with a filter in the HVAC system can
be an effective strategy to reduce indoor air pollution.
Air filtration technologies need to address a range of
pollutants, each requiring a different mechanism for
removal or degradation. Different types of air filters
have their own strengths and limitations in removing
specific pollutants. This complexity can result in cum-
bersome and complicated multi-stage air filtration
systems. The challenge of simultaneously removing
both particle and gaseous pollutants necessitates a
better understanding of the mechanisms involved.
One potential solution is the combination of multi-
stage devices into a single-stage air filter, an area that
remains underexplored. Achieving a balance between
healthy air quality, energy efficiency, and the effective-
ness of the heating, ventilation, and air conditioning
(HVAC) system requires careful consideration of
HVAC components.
When designing filters for air cleaning, it is important
to consider several criteria. One of these criteria is total
building efficiency, which can be enhanced by creating
filters with a lower pressure drop, reducing energy
consumption while maintaining the filter’s pollutant
removal capacity. Another challenge is to develop filters
that do not add complexity to the ventilation system.
Moreover, solutions that are easy to produce, operate,
and maintain while also being cost-effective should
be prioritized to ensure their widespread adoption in
buildings.
An HVAC system works diligently to ensure that occu-
pants of a building are provided with the ideal thermal
climate and satisfactory air quality required for their
activities, compensating for any shortcomings in the
building’s tightness.
Two primary mechanical ventilation systems are
commonly used: extract ventilation systems which rely
on outdoor air supplied through wall vents and windows
and balanced ventilation systems using heat recovery
and filtration. Natural and hybrid ventilation systems
are also used; however, traditional natural ventilation
systems do not include air filtration in their design.
ARTICLES
Approximately 35% of the energy used by commer-
cial and residential buildings is attributed to HVAC
systems [14], underscoring the significant role these
systems play in the overall energy use of the building
sector. Therefore, it is crucial for HVAC systems to
operate at their optimal efficiency in today’s context
[15]. The energy use of HVAC components varies
significantly based on various factors such as building
type, glazing percentage, and properties, the efficiency
of heat recovery, occupancy patterns, internal gains,
building location, and climate. Moreover, the ven-
tilation system design (natural or mechanical) and
operation time, which can differ depending on the
building type (residential or commercial) and occu-
pancy, significantly affect the system’s energy use.
Fans are responsible for air distribution and typically
consume around 34% of the total energy used by ventila-
tion systems [16]. The power required to run an HVAC
fan is influenced by several system design parameters
such as air flow, flow resistance, and fan efficiency.
The air flow rate and fan system efficiency are deter-
mined by the system’s needs, equipment selection, and
building requirements, whereas flow resistance depends
on component selection and ventilation system design.
Air filters introduce air resistance into the system, and
their contribution to the total system pressure drop can
range from 20% to 50%, depending on the loading con-
ditions, filter efficiency, and system configuration [17].
Providing a comfortable indoor climate requires tech-
nical installations that consume a considerable amount
of energy. To reduce energy demand and maintain an
optimal indoor environment, new solutions based on
the needs and activities of occupants must be devel-
oped. The objective of this study is to investigate
the feasibility of utilizing advanced air purification
technology in combination with different ventilation
strategies to improve indoor air quality and optimize
energy use. The study aims to evaluate the benefits
and drawbacks of these alternative system solutions.
Building model
The building model was chosen to be representative
of a typical office room located on the middle floor
of a high-rise building. The room has a heated area
of 16 m² and a volume of 48 m³. All the surfaces
are considered adiabatic (thermally isolated), except
for the south-oriented façade (wall), where ambient
boundary conditions are applied. This facade also
includes a window of 6 m². The facade has two parts,
an opaque element, and a glass element, with U-values
of 0.3 W/m²K and 1.5 W/m²K, respectively. Shading
The REHVA European HVAC Journal — June 2023 41
ARTICLES
devices are installed outside the window, which can
block 50% of incoming radiation when direct solar
radiation on the south facade is higher than 150 W/m².
Shadings from nearby obstacles are not considered.
Hourly resolution profiles for occupancy, appliances,
and lighting were used to represent user behaviour
and internal heat gains. The profiles were generated
based on different user behaviours for weekdays and
weekends. The peak heat gain was assumed during
working hours on weekdays and was set 20 W/m².
The natural infiltration rate was assumed to be constant
and the air change per hour was set to 0.2 ACH.
The filter was modelled to reduce the concentration
of pollutants by 80%, with CO₂ being used as the
primary pollutant. During working hours, an indoor
production of 9.1E-6 kg/s of CO₂ was assumed, while
an outdoor concentration of 400 ppm was used as a
reference concentration.
An ideal space heating and cooling system was modelled
in order to keep the indoor air temperature within the
range of 20-24°C equal for all systems simulated.
Figure 1.
Reference case.
Figure 3. Room-
based filter.
42 The REHVA European HVAC Journal — June 2023
System models
Four different HVAC system configurations were
implemented, namely: 1) Reference case, 2) System-
based filter, 3) Room-based filter, and 4) Beam-based
filter.
The reference case (Figure 1) represents a typical
office ventilation system consisting of a heat recovery
unit, a heating coil, and supply and return fans.
The heat recovery unit was modelled as a rotary heat
exchanger where the speed of rotations (effective-
ness) was regulated according to the actual needs in
terms of heat transfer between supply and return air
streams. The maximum effectiveness was set to 0.8.
An outdoor air flow rate of 20 ℓ/s is delivered to
the office room by the supply fan. The office room
receives an outdoor air flow rate of 20 ℓ/s from the
supply fan, which has an efficiency of 0.6. The ducts
were set to have pressure drops of 150 Pa, whereas
the heat recovery unit was set to have a pressure drop
of 200 Pa. The heating coil, which maintains the
supply air temperature at 20°C, was assumed to have
a pressure drop of 50 Pa.
Figure 2. System-
based filter.
Figure 4. Beam-
based filter.

The case “system-based filter”, as shown in Figure 2,
introduces a filter at the system level. This allows for
lower outdoor air flow rates by filtering return air from
the room. For this case, an outdoor air flow of 7 ℓ/s was
assumed, with a 50 Pa pressure drop set for the filter.
It’s worth noting that this approach allows for smaller
ducts to be installed in correspondence to the heat
recovery unit. The filter was modelled accordingly.
The case “room-based filter” introduces a filter at room
level, as illustrated in Figure 3. In this case, the air is
filtered within the room using a small fan. It’s worth
noting that, such fans are generally less efficient, with a
typical value of 0.25 assumed in this study. A pressure
drop of 50 Pa was set for the filter.
The case “beam-based filter” introduces a filter incor-
porated into a chilled beam unit, as shown in Figure 4.
In this case, the induced room air is filtered by a device
integrated into the beam unit. To induce air through
the beam unit, the pressure drop in the duct system
was increased to 210 Pa.
Results and discussion
A previous study [18] explored the combination of
active chilled beams (ACBs) and air cleaning tech-
nologies to improve indoor air quality in offices.
The researchers conducted laboratory experiments
to test the effectiveness of a low-pressure mechanical
filter in removing particles from the air in combina-
tion with ACBs. The results showed that the combined
system was effective in removing both large and small
particles from the air, resulting in improved indoor
air quality. The study suggests that the combina-
tion of ACBs and air-cleaning technologies can be
Figure 5. annual cumulative energy use for space
heating.
ARTICLES
an effective strategy for improving indoor climate
in offices. Furthermore, the measurement results
of the combined system showed that adding the
filter accelerated the removal rate of the particles by
2 h-1. However, the efficiency of the chilled beam
in exchanging heat was reduced by 38% when the
pressure loss was less than 5 Pa.
It should be noted that the reduction in efficiency
depends on a lower induction rate in the chilled
beam. In the above-mentioned study [19], the induc-
tion rate is reduced from approximately 3 to 2. In
the present study, the induction rate is less than 2.
It means that the size of the chilled beam must be
larger when installing a filter to keep the same cooling
power.
Energy demand
Figure 5 shows the annual cumulative energy use
for space heating in the four system configurations.
The profiles are remarkably similar for the cases room-
based filter and beam-based filter. The highest energy
demand 23.8 kWh/m² were observed in the reference
case. This is attributed to the lack of air recirculation
in the reference case, resulting in lower indoor air
temperatures compared to the other cases.
Figure 6 shows the annual cumulative energy use for
space cooling. The highest energy use was observed in
the cases room-based filter and beam-based filter, with
their profiles being almost identical. Conversely, the
lowest energy demand was observed in the reference
case. This can be attributed to the higher amount of
outdoor air being supplied to the room in the reference
case, thereby increasing the potential for free cooling
during the summer months.
Figure 6. annual cumulative energy use for space
cooling.
The REHVA European HVAC Journal — June 2023 43
ARTICLES
Figure 7 shows the annual cumulative energy demand
for the heating coil. The highest energy demand was
observed for the reference case (24.3 kWh/m²),
whereas the lowest energy demand was observed for
the system-based filter (5.8 kWh/m²). This can be
attributed to the higher amount of outdoor air being
supplied to the room in the reference case.
Figure 8 shows the annual cumulative electricity energy
demand for fans. The highest energy demand values
were observed for the reference case (13.7 kWh/m²),
while the lowest values were observed for the beam-
based filter (5.2 kWh/m²). This is attributed to the
recirculation of air that occurred through induction in
the beam-based filter case, which is more efficient than
using a fan in the room (as in the room-based filter case).
Figure 7. annual cumulative energy use for the heating coil.
Figure 9. Annual primary energy use for the four cases.
44 The REHVA European HVAC Journal — June 2023
Figure 9 shows the total primary energy use for the
four cases. A factor of 0.8 was used to convert space
heating and heating coil energy use to primary energy
use (assuming district heating or boiler as heat source).
For electricity, a factor of 2.5 was used. It was assumed
that space cooling was provided by a chiller with a
seasonal coefficient of performance (COP) of 2.5.
It can be noticed that the integration of a filter in
the beam unit resulted in primary energy savings of
approximately 26% in comparison to the reference
case, as observed in the figure.
Indoor CO₂ concentration
In the present study, the concentration of indoor CO₂
is used as a measure of overall indoor air quality.
Figure 8. annual cumulative electric energy use for fans.
 ARTICLES

Figure 10 shows the CO₂ concentration during a typical Overall conclusion:

day for the reference case (no filter) and for all three cases
with integrated filter (with filter). The graph shows that
the integration of a filter reduces the CO₂ concentration
in the room to approximately 160 ppm during unoc-
cupied hours and to approximately 450 ppm during
occupied hours. This is a significant reduction in com-
parison to the reference case, indicating that the use of
filters can have a positive impact on indoor air quality.
• The study highlights the importance of considering
energy performance when selecting air cleaners and
ventilation systems for indoor climates.
• These findings suggest that choosing the appropriate
air cleaner and ventilation system can significantly
impact the overall energy performance and improve-
ment of indoor air quality.

The results suggest that:

• The room-based and beam-based filter systems have

similar energy demands for space heating, while the
reference case has a slightly higher energy demand
due to the lack of air recirculation.

• For space cooling, the room-based and beam-based

filter systems have the highest energy demand, while
the reference case has the lowest energy demand due
to a higher supply of outdoor air.

Figure 10. The CO₂ concentration during a typical day • The system using filters has the lowest energy
for the reference case (no filter) and for the cases that demand for the heating coil, whereas the reference
integrate a filter (with filter). case has the highest demand.

• For fans, the beam-based filter has the lowest energy

Conclusions
Indoor air pollution can be effectively mitigated through
air cleaning. Portable air cleaners or combined chilled
beams with air cleaners are viable solutions for removing
pollutants and enhancing the air quality in a specific room.
One important question is how the placement of an air
cleaner affects its ability to improve indoor air quality.
demand due to efficient recirculation of air through
induction, while the reference case has the highest
due to higher air flow through the air handling unit.
• Integrating a filter in the active chilled beam unit
results in primary energy savings of approximately
26% compared to the reference case.

Federation of
European Heating,
Ventilation and
Air Conditioning
Associations

GB11: Air Filtration in HVAC Systems

This Guidebook presents the theory of air filtration with some basic principles
of the physics of pollutants and their effects on indoor air quality while
keep-ing the focus on the practical design, installation and operation of filters
in air handling systems. It is intended for designers, manufacturers, installers,
and building owners. With its theory, practi-cal solutions and illustrations,
this guide is also an excellent textbook for higher vocational education and
training of technicians and specialists in building services engineering.

Orders at rehva.eu/eshop The REHVA European HVAC Journal — June 2023 45

ARTICLES

References
[1] D. A. Glencross, T. R. Ho, N. Camiña, C. M. Hawrylowicz, and P. E. Pfeffer, “Air pollution and its effects on the immune
system,” Free Radical Biology and Medicine, vol. 151, no. October 2019, pp. 56–68, 2020.

[2] N. L. Mills, K. Donaldson, P. W. Hadoke, N. A. Boon, W. MacNee, F. R. Cassee, T. Sandström, A. Blomberg, and D. E.
Newby, “Adverse cardiovascular effects of air pollution,” Nature Clinical Practice Cardiovascular Medicine, vol. 6, no. 1,
pp. 36–44, 2009.

[3] C. A. Pope and D. W. Dockery, “Health effects of fine particulate air pollution: Lines that connect,” Journal of the Air and
Waste Management Association, vol. 56, no. 6, pp. 709–742, 2006.

[4] Manisalidis, E. Stavropoulou, A. Stavropoulos, and E. Bezirtzoglou, “Environmental and Health Impacts of Air Pollution:
A Review,” Frontiers in Public Health, vol. 8, no. February, pp. 1–13, 2020.

[5] C. A. Pope III, R. T. Burnett, M. J. Thun, E. E. Calle, D. Krewski, and G. D. Thurston, “Lung Cancer, Cardiopulmonary
Mortality, and Long-term Exposure to Fine Particulate Air Pollution,” The Journal of the American Medical Association,
vol. 287, no. 9, pp. 1132–1141, 2002.

[6] P. Wolkoff, “Indoor air pollutants in office environments: Assessment of comfort, health, and performance,”
International Journal of Hygiene and Environmental Health, vol. 216, no. 4, pp. 371–394, 2013.

[7] J. Schwartz, D. Slater, T. V. Larson, W. E. Pierson, and J. Q. Koenig, “Particulate Air Pollution and Hospital Emergency
Room Visits for Asthma in Seattle,” American Review of Respiratory Disease, vol. 147, no. 4, pp. 826–831, 1993.

[8] D. P. Wyon, “The effects of indoor air quality on performance, behaviour and productivity,” Pollution Atmospherique,
vol. 14, no. SPECIAL ISSUE, pp. 35–41, 2005.

[9] U. Matson, “Indoor and outdoor concentrations of ultrafine particles in some Scandinavian rural and urban areas,”
Science of the Total Environment, vol. 343, no. 1-3, pp. 169–176, 2005.

[10] W. J. Fisk, “Health benefits of particle filtration,” Indoor Air, vol. 23, no. 5, pp. 357–368, 2013.

[11] W. J. Riley, T. E. McKone, A. C. Lai, and W. W. Nazaroff, “Indoor particulate matter of outdoor origin: Importance of size-
dependent removal mechanisms,” Environmental Science and Technology, vol. 36, no. 2, pp. 200–207, 2002.

[12] Christian Weeks, “Choosing an In-room HEPA Air Cleaner: Fixed or Portable?”, https://enverid.com/blog/choosing-an-
in-room-hepa-air-cleaner-fixed-or-portable/

[13] EPA, United State Environmental Protection Agency, “Air Cleaners and Air Filters in the Home”. https://www.epa.gov/
indoor-air-quality-iaq/air-cleaners-and-air-filters-home

[14] CORDIS EU Research results, “EnE-HVAC - Energy Efficient Heat Exchangers for HVAC Applications.” [Online]. Available:
https://cordis.europa.eu/project/id/314648

[15] IEA, “Energy Efficiency 2020,” 2020. [Online]. Available: https://www.iea.org/reports/energy-efficiency-2020/buildings

[16] COAG, “Guide to Best Practice Maintenance & Operation of HVAC Systems for Energy Efficiency,” Council of Australian
Governments, National Strategy on Energy Efficiency, Tech. Rep. January, 2012.

[17] B. Stephens, J. A. Siegel, and A. Novoselac, “Energy implications of filtration in residential and light-commercial
buildings,” ASHRAE Transactions, vol. 116 PART 1, no. January 2010, pp. 346–357, 2010.

[18] Siamak Rahimi Ardkapan, Alireza Afshari, Niels C. Bergsøe, Amalie Gunner, Jasmine Afshari, “Combining active chilled
beams and air cleaning technologies to improve indoor climate in offices: Testing a low pressure mechanical filter in
a laboratory environment”, 10th International Conference on Healthy Buildings 2012, Volume 1, 2012, Pages 27-32,
Brisbane, QLD; Australia.

46 The REHVA European HVAC Journal — June 2023

 TOP PAPERS

A New Learning Programme to

Facilitate nZEB Implementation
Copyright ©2022 by the authors. This conference paper is published under a CC-BY-4.0 license.

Abstract: The goal of nearly zero-energy

can be achieved nowadays with existing
technologies and practices, but the concept
is still unfamiliar and elusive in most of the
European countries, considering the whole FLORIN BODE
process chain, despite all previous initiatives Department of Mechanical
Engineering | Technical
in this direction. At this moment there are
University of Cluj Napoca Cluj
still barriers in the value chain, making
florin.bode@termo.utcluj.ro
the nZEB concept difficult to arrive at the
final users. The nZEB market analysis at
European level reveals a significant gap ILINCA NASTASE MIHNEA SANDU
between the countries with a high level CAMBI Research Center | CAMBI Research Center |
of implementation and those which are Building Services Faculty | Building Services Faculty |
not so well performing, and which remain Technical University of Civil Technical University of Civil
more and more behind. To overcome this, Engineering of Bucharest Engineering of Bucharest
a new learning programme to facilitate the
nZEB implementation, has been launched CRISTIANA CROITORU HORIA PETRAN
CAMBI Research Center | National Institute for
in 2021 with the main objective to create
Building Services Faculty | Research & Development
support mechanisms and stimulating
Technical University of Civil URBAN-INCERC
the development of skills frameworks by Engineering of Bucharest
new market driven mutual recognition
training and certification scheme for nZEB
deployment that will facilitate the necessary
legislative changes.
Keywords: nZEB, nZEB learning The Energy Performance of Buildings Directive (4)
programme, nZEB implementation (EPBD)’s specific concept, “nearly Zero Energy
Buildings” (nZEBs), has now become a critical require-
Introduction ment for the building sector, along with the challenge
for the architects and designers who are divided between
Buildings account for 40% of total energy consumption keeping up with indoor environment quality standards
in the EU and generate 36% of the greenhouse gases and solutions for decreasing energy consumption (e.g.
in Europe (1). These are resulted from construction, airtight buildings). New harmonizing solutions are thus
usage, renovation and demolition of these buildings. required. Optimising indoor environmental quality
with energy reduction is essential for the new buildings
According to the European Energy Efficiency Plan and in solving the problem for the existing buildings
2011 (2), the greatest energy saving potential in order that are not meeting the expected performance. These
to lower the energy consumption lies in buildings. This buildings can drive occupants to take actions that may
is because 75% of the EU’s building stock is still energy compromise the energy economy of the building. In the
inefficient and the rate of building renovation remains new context, occupant’s comfort and health is one of
very low at around 0.4% to 1.2% per year. To meet the key drivers to stimulate the renovation and quality
EU climate and energy objectives, the current rates of new construction market.
renovations should at least double. Also, the annual
new buildings growth rate is assessed at around 1% in The goal of nearly zero-energy can be achieved
the European residential sector (3). The decrease in the nowadays with existing technologies and practices, but
rate of new constructions in the last decade is mainly the concept is still unfamiliar and elusive considering
due to the financial crisis of the construction sector. the whole process chain, despite all previous initiatives

The REHVA European HVAC Journal — June 2023 47

 TOP PAPERS
massively financed by European Union. There are still
barriers in the value chain, making the nZEB concept
difficult to arrive at the final users. This discrepancy is
even higher when compared within different countries.
A significant problem in the nZEB process is the per-
formance gap between the designed and actual energy
performance in buildings. Main reasons behind that
are: inadequate design, bad quality of the construction
work, lack of soft landings, lack of continuous commis-
sioning after the installation has been handed over, lack
of proper use of systems and implemented technology,
lack of understanding of how the technologies work,
too general information in O&M manual, difficulties
in changing users’ previous behaviour etc. Even if, due
to EPBD implementation, the public buildings should
already be nZEB, the designers still do not know how
to apply the nZEB requirements as indicated in the
legislation because these are still not clearly linked to
the current construction laws.
Results show that feasibility studies will not be focused
on nZEB criteria but rather on the classical building
functionality. Moreover, based on the feasibility study,
tender specifications are further created for design and
execution contracts, but usually the design is consid-
ered only based on classical construction requirements.
Thus, the result is a technical design which is not for
nZEB, even if it should be, and being at high risk
during execution phase to be blocked by the benefi-
ciary consultant or inspector. This is a classical story of
the construction market in Romania. Bulgaria encoun-
ters same problems. It could have another version in
Poland or Portugal. In Poland for example, the nZEB
legislation is not really challenging. The nZEB uptake
is driven by bottom-up initiatives, which however are
not very frequent due to the lack of tender specifica-
tions with higher energy performance. On the other
hand, some more advanced countries demonstrate a
higher degree of nZEB level, despite of the existing
specific barriers. These stories show how a two-speed
Europe is represented in the nZEB and energy efficient
construction field, leading to gaps and an unharmo-
nized market.
Moreover, these barriers are considerably more impor-
tant in the residential field, where the concerned end
users do not have the information on materials, con-
struction technologies (or renovation packages) and
available funding opportunities. Thus, the market
is missing important pieces from the nZEB puzzle,
like skilled building professionals, across the whole
building design, operation and maintenance value
chain, ready to implement nZEB concept.
48 The REHVA European HVAC Journal — June 2023
Although legal obligations are provided in the National
legal framework by transposing the provisions of the
2010/31/EU Directive, the Nearly Zero Energy Building
(nZEB) concept does not seem to be easily applicable yet
in many countries from EU. Previous research showed
that defining the cost- feasible optimal integration of
the technologies suitable for nZEB and the skills gaps
experienced by the building sector are among the most
important barriers. While the current qualification
courses and training schemes are still generally, there
are still at a level of not satisfactory and underdeveloped
to face the challenge of effective nZEB implementation,
the requalification to skilled professionals for renova-
tions and the new constructions of buildings. Despite
strong political push towards nZEB and deep energy
renovation, the traditionally conservative real estate
market is still slow in the uptake of the new building
standards and practices, especially in the residential
sector. Considering our built environment, the policy
efforts are hardly being transposed to more sustainable
and environment- friendly lifestyles, and the benefits of
nearly zero- energy buildings in terms of comfort, health
and well-being are still widely unknown for the broader
audiences, being left out of the media attention.
It can be observed that there are several causes that
contribute to the difficult application of nZEB criteria
in buildings in EU member states. The need to address
these issues has become a necessity to increase the level
of application of nZEB. For this, a new programme
to facilitate the nZEB implementation, has been
launched and financed from 2021, in the frame of
a H2020 project (5). The main goal of the project
is to support the increase of the market readiness for
an effective nZEB implementation and to stimulate
the demand for energy related skills and is oriented
toward three different pillars: awareness, training, and
support, responding to the critical points of market
barriers, as identified in most European countries.
The aim of nZEB Ready project is to leverage the
market drive by responding to 3 key questions: “Why
nZEB?”; “Who can provide nZEB?”; and “How to
reach nZEB”. Thus, the nZEB Ready project will
prepare ready to use frameworks to answer the needs
related to lack of awareness, lack of skilled professionals
and lack of support instruments, implementing the
nZEB ready labelled procedures in 5 pilot countries in
order to obtain a broader range of results, representa-
tive at European level. The frameworks obtained will
be validated by specific stakeholders which are already
part of the advisory board of the consortium and will be
the starting point for the nZEB readiness roadmap for
further replication in a wider use at the European level.

Objectives of the learning programme
Usually, improvements in energy efficiency planning
and investments can decrease the energy consump-
tion in the construction sector and unlock the nZEB
market, but the reality shows us that it is not enough.
The nZEB market analysis at European level reveals
a significant gap between the countries with a high
level of implementation and those which are not so
well performing and which remain more and more
behind (6). For these countries, energy efficiency is
still an area with great potential to reduce greenhouse
gas emissions.
Concerning this aspect, the countries like Bulgaria and
Romania are consistently underperforming.
Related to the nZEB market it can be seen the
problems related to jobs and qualifications needed.
Through the market sustainable initiatives, countries
like Croatia and Poland would preserve jobs in the
construction sector, create new jobs and stimulate both
public and private investments, thus contributing to
the green recovery which will further contribute to
other sectors like innovation and the development of
new technologies, the production of new sustainable
materials, new systems based on renewable energy
sources. Moreover, some countries such as Bulgaria,
Poland and not long-ago Romania, have low levels of
ambition for tackling the energy transition, being still
highly dependent on fossil fuel.
As previously stated, an nZEB building is a very high
energy performance building with nearly zero or very
low amount of energy use that should be covered to
a very significant extent by on-site or nearby energy
production from renewable sources. On one hand,
reaching the nZEB target is very complex in new
buildings and the level of difficulty rises in case of
energy renovation of existing buildings, where the
implementation of the renovation measures is limited.
The renovation process to high energy performance,
or even new construction process, is reduced by social
(lack of reliable information or doubts on the potential
benefits), technical (lack of skilled workers and proper
support tools) economic (energy savings are not clear
and the investment results reduced), and financial
(scarce capital or limited financing scheme available
or knowledge) barriers.
We are proposing in this paper a new learning pro-
gramme to facilitate the nZEB implementation, which
its main objective is to create support mechanisms and
to stimulate the development of skills frameworks by
new market driven mutual recognition training and
TOP PAPERS
certification scheme for nZEB deployment that will
facilitate the necessary legislative changes. It can be
observed that the lack of skilled professionals is one
necessary step to break the vicious cycle of a blocked
nZEB market (Figure 1).
Figure 1. Breaking the vicious cycle of a blocked
nZEB market. (5)
Thus, the objective of the learning programme, namely
the increasing the number of the skilled nZEB pro-
fessionals is responding to the market barriers and
needs, generated by the lack of skilled professionals
which are essential in the nZEB construction chain, by
expanding the pool of nZEB specialists for the design,
execution, evaluation and validation of nZEB projects
through dedicated training modules and replication
activities. This will facilitate the increase of the avail-
able pool of skilled persons to be requested in nZEB
tendering documentation.
The objective to increase the number of skilled nZEB
professionals is referring at both “blue collar” and
“white collar” professions across the building design,
operation and maintenance value chain (designers,
architects, engineers and other building professionals).
In the frame of this objective, an important goal is to
achieve and to implement mutual recognition proce-
dures. The lack of skilled professionals is a problem
extended to European level, but more critical on
several markets. Among these critical markets, the 5
pilot countries that are partners in the nZEB Ready
project encounter different concerns related to market
labour for the nZEB specialists (5).
Approach of the learning programme
The nZEB Ready programme will provide a complex
set of learning/training frameworks for nZEB concept,
design, evaluation, execution, and exploitation by
The REHVA European HVAC Journal — June 2023 49
 TOP PAPERS
gathering together the already existing courses from
previous European initiatives with new courses
addressing domains not covered yet, to fully complete
an nZEB approach.
Iven the discrepancies in the nZEB application between
European countries, the approach will be specific for
each state depending on the needs identified for each
of them but the whole courses/training framework
will facilitate the mutual recognition of energy skills
and qualifications in the building sector. Based on the
common learning results obtained from the training
programs it will be possible to develop nZEB ready
energy skills passports/registers for building profes-
sionals at regional/national level and support for their
take up at European level.
One of the sensitive points regarding the actual nZEB
market and the real demand for nZEB skills is that
even if regulations requesting nZEB construction
already exist, they are not applicable because of the lack
of methodologies or lack of nZEB professionals even
at the public authority level. This learning programme
will support the public authorities for the requirements
for skilled professionals in public procurement by
providing guidelines for tender documents oriented
towards nZEB skilled professionals. There will be also
provisioned training programmes dedicated to public
authorities, especially in Romania and Bulgaria, to help
the administration to better understand the need to
properly enforce the nZEB regulation.
To increase the number of skilled building professionals
and/or blue-collar workers the learning programme
will contribute to substantially increase the number
of nZEB professionals. Modules dedicated to white
collars (e. g. architects, auditors, or engineers) and
modules dedicated to blue collars related to nZEB
buildings are considered. This a critical issue of the
nZEB application in European countries because it
will produce nZEB skilled professionals available on
the market. The implementation of a mutual recogni-
tion procedure of the skilled nZEB professionals will
be possible relying on the competences validated by
the specific training programs.
Implementation of the learning programme
The learning programme to facilitate nZEB imple-
mentation will be implemented and tested on different
layers in the 5 pilot countries (Romania, Bulgaria,
Croatia, Poland, and Portugal) considering the needs
addressed locally. This will guarantee the replicability
success of the solutions.
50 The REHVA European HVAC Journal — June 2023
According to the study (7), most of the countries from
the European Union already introduced concepts
regarding the implementation of nZEB buildings
in their regulations and national plans. From the
Figure 2, we can observe that in practice no country
implemented the principles 100%.
Figure 2. nZEB concept implementation across EU. (5)
The project outcomes will be easily scalable to all
member countries and easy to implement in any other
country, regardless of the nZEB implementation level
and knowledge. This is why the nZEB ready project
has a key role in developing the nZEB market needs
and skills all around Europe.
The 5 pilot countries were chosen based on a nZEB
implementation questionnaire which revealed different
needs and different problems on the local market,
each indicating a certain level below the nZEB readi-
ness level. Romania has a fair legislation, but it is not
enforced accordingly. Moreover, there is an obvious
need for new skills for the building designers and
the nZEB concepts awareness must be increased to
be properly implemented on a wider scale. Croatia
has a good level of nZEB awareness and acceptance
but needs to improve continuous learning programs
regarding the nZEB design and construction skills.
Portugal has nZEB regulation with specific require-
ments although still unclear, while the awareness level
is moderate. Poland has fair regulations regarding the
nZEB principles, but technical nZEB requirements are
not ambitious and can be easily achieved.
There will be learning and training programmes
dedicated to white collars especially for designers,
architects or engineers but also to execution engineers,
programmes that will cover specific skills characteristic
to nZEB buildings like blower-door testers or thermal

bridge evaluators and programmes for public authorities
represented mainly by local administration. These ones
will be trained and will get access to specific procedures
and know-how relevant for nZEB market helping them
to decide correctly regarding building permits authorisa-
tion. The circle of learning programmes will be closed
by the modules dedicated to blue collars regarding
nZEB Ready competences. It is particularly important
to outline that the level of knowledge is not the same
in each country part of the consortium. The existing
successful learning modules from some countries will
serve to adapt new modules in the countries where
they are partially or completely missing. There will be
new learning modules provided where they are totally
missing or where the existing learning programmes are
not valuable or applicable anymore. Each of the five
countries participating in the program will make an
analysis of critical categories to be trained and their
training needs. Each country will organise pilot learning
modules for the selected target categories and regarding
the selected training programs to prove the feasibility
of the whole nZEB Ready curriculum. The learning
results from the whole learning modules will cover the
competences needed to be nZEB Ready recognised and
to have the “nZEB Ready passport”. Finally, the nZEB
Ready curriculum will be integrated in the nZEB Ready
platform web- development to ensure the content dedi-
cated to continuous learning training and certification
program for mutual recognition.
Two main learning programs categories will be
defined here based on the needs identified. The first
program is dedicated to the nZEB auditors and to the
nZEB designers, architects or engineers. The training
program is addressed to architects and engineers which
are already energy auditors, and the learning outcomes
will allow the graduates to assess an existing building
and, in addition to the energy audit of the building,
will provide technical solutions to increase the energy
efficiency of the house toward nZEB. The program is
dedicated also to the design of nZEB addressing the
three professionals’ categories involved in achieving
the nZEB target: architects, civil engineers and MEP
engineers. The purpose of this learning program is to
cover the gap of knowledge between nZEB concept
principles and normal building principles, which is
designed on a daily basis in each country. The designers
will need to focus on a new integrated design concept
and to unify their knowledge to design nZEB build-
ings. There will be six course modules: Thermal
bridges calculation, Mechanical ventilation system
with heat recovery, Building air tightness evaluation,
Solar Shading systems, Bioclimatic Design Renewable
energy sources. Romania and Bulgaria will implement
TOP PAPERS
most of the training programs because the compe-
tences are missing there. Croatia and Poland are better
covered in current practice. Portugal will also develop
learning programs for the missing competences iden-
tified. The second learning program is dedicated to
execution civil engineers and MEP engineers, and it
will be divided in two learning modules, one for each
category. This program will provide learning outcomes
for the stakeholders involved directly in the on-site
execution: workers, site managers, site coordinators,
site professionals, contractors etc.
Two dedicated specific modules for key specialists
in the market needed for nZEB certifying will be
developed: blower-door testers and thermal bridges
evaluator - infrared evaluator. These very specific skills
are needed to sustain the nZEB assessor to complete the
building certificate. Not only engineers or architects
but also skilled workers could be integrated within
these modules. The learning outcomes will be strictly
related to practical methods used to measure technical
parameters. This kind of learning programs will be
developed mainly in Bulgaria where they are rather
missing and in Croatia where some adult learning
programs or university learning programs exist but are
not enough. In Romania and Portugal there are already
developed continuous learning programs dedicated to
the above professional skills, which needs however to
be significantly improved. Even so, each partner from
the consortium will develop pilot modules in its own
country for blower-door testers and thermal bridge
evaluators as it is outlined in the table below.
Specialized training programs for blue collars profes-
sionals to integrate the learning outcomes regarding
the nZEB buildings corresponding to the appropriate
level of knowledge. The learning program related to
this task will be split in two modules: 1) Construction
skills related to nZEB; 2) Mechanical, electrical and
plumbing (MEP) skills related to nZEB. They will
attend either the Construction skills module, or the
MEP skills module depending on their specialization.
Not the least, Public Authorities Staff and other
decision makers will gain a deep understanding of the
impact of policy instruments for supporting nZEB ini-
tiatives and support their specific design. The decision
makers involved will get access to specific procedures
and know-how relevant for nZEB market. This partici-
pation can provide transparency and confidence in the
long- term perspective of this sector. In particular, this
learning program is dedicated to people working mainly
in local or central administration services who are gen-
erally responsible for the building permit authorisation.
The REHVA European HVAC Journal — June 2023 51
 TOP PAPERS

The last part of the learning programme consists in
creating and developing content dedicated to contin-
uous learning training and certification programs for
mutual recognition. The learning programs curriculum
will be integrated to an online platform locally by each
participant.
barriers and needs, generated by the lack of skilled
professionals which are essential in the nZEB construc-
tion chain, by expanding the pool of nZEB specialists
for the design, execution, evaluation and validation of
nZEB projects through dedicated training modules
and replication activities.

Modules dedicated to white collars and modules

Conclusions
A new learning programme to facilitate the nZEB
implementation, has been launched in 2021 with the
objective of increasing the number of the skilled nZEB
professionals is responding to the market
dedicated to blue collars related to nZEB buildings are
considered as well as the modules dedicated to Public
Authorities Staff in order to gain a deep understanding
of the impact of policy instruments for supporting
nZEB initiatives and support their specific design.

Acknowledgement
The acknowledgement can be used to mention support from a funding organisation or from people who are not
named as co-author. If the research presented received an in cash or in-kind contribution from a funding agency,
government, companies or anyone else, please mention that here.

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[5] H2020_Project. Enhancing market readiness for nZEB implementation - nZEB Ready , call: H2020-LC-SC3-
EE-2020-2, proiect: 101033733, Sep 2021 - Aug 2024.

[6] Attia S, Eleftheriou P, Xeni F, Morlot R, Ménézo C, Kostopoulos V, et al. Overview and future challenges of
nearly zero energy buildings (nZEB) design in Southern Europe. Energy Build. 2017 Nov 15;155:439–58.

[7] Buildings Performance Institute Europe. nZEB definitions across Europe. 2016; Available from: https://www.
bpie.eu/publication/nzeb-definitions-across-europe-2015/.

52 The REHVA European HVAC Journal — June 2023

 TOP PAPERS

A structured approach to online

education of future HVAC and energy
professionals
Copyright ©2022 by the authors. This conference paper is published under a CC-BY-4.0 license.

LAURE ITARD PHILOMENA BLUYSSEN PAULA VAN DEN BROM

Faculty of Architecture and the Built Faculty of Architecture and the Built Faculty of Architecture and the Built
Environment, Delft University of Environment, Delft University of Environment, Delft University of
Technology, Delft, the Netherlands, Technology, Delft, the Netherlands Technology, Delft, the Netherlands
L.C.M.Itard@tudelft.nl

Abstract: The HVAC sector is essential to realize the energy transition and is facing
numerous challenges like educating enough HVAC engineers to carry out the task and
being able to integrate knowledge from the construction, energy, IT and health sectors
and to cope with rapid technological changes. The availability of structured and easy-to-
follow courses on HVAC and energy systems for buildings at higher education level could
help to motivate (future) engineers to contribute to the HVAC sector, and to understand
how challenging and high-tech it is. Such a course program would ideally also bring a basic
understanding of the field to architects and building engineers, in such a way that a better
common ground is created for collaboration and integrated design. It would also be useful
to Machine Learning and Artificial Intelligence experts joining the HVAC sector. Last but not
least, it could help bridging the gap between engineering and policy making, by here too,
offering common views on primary energy, resource depletion and CO₂ emissions relating
to HVAC systems. The paper describes the structure and content of such an on-line course
program. It was developed based on years of teaching experience with international master
students of Mechanical Engineering, Civil Engineering, Architecture, Technical Management
and Policy, Electrical Engineering and with professionals from housing associations,
ministries and municipalities. The choices for the program structure, based on systems
engineering, are underpinned and explained, as well as the choices for specific contents.
Additionally, experience with the development of self-assessment tools for students, and
self-paced courses is shared, as well as the feed-back from students. A first version of the
course program was tested on the edX platform with more than 5000 students participating
in each module and is publicly available.
Keywords: On-line education; HVAC; Building services; Professional program; MOOC

The REHVA European HVAC Journal — June 2023 53

 TOP PAPERS
Introduction
The Heating, Ventilation and Air Conditioning
(HVAC) sector is essential to realize the energy transi-
tion and is facing numerous challenges like educating
enough HVAC engineers to carry out the task and being
able to integrate knowledge from the construction,
energy, IT and health sectors and to cope with rapid
technological changes. However, the building services
sector is facing huge challenges. These challenges have
been identified in studies in the Netherlands [1], or in
the European BuildUpSkills project [2]. Dealing with
these challenges have become even more important
because they are decisive in realizing the targets of the
energy transition. In detail the challenges relevant to
this study include the following:
1. Need for a fast-growing professional work force:
There are too few people working in the sector to
realize the transition. According to TechniekNL
[1], there is a shortage of 3000 workers per year
in the Dutch sector. This has two implications
related to education considering a) the continuous
professional development of the current work-
force as also b) the education of new employees,
mainly having no background in building or
energy engineering services.
2. Rapid change of technologies as also related
competences: The sector is facing rapid changes
in energy techniques (e.g. all electric instead of
gas-driven; low temperature heating networks,
integration of heating and electrical networks,
NZEB buildings); engineering methods(e.g.
digitization, circularity, design for maintenance);
types of contracts (e.g. performance contracts
including maintenance; lease); and processes
(e.g. industrialization, prefab, turnkey).These
changes are driven by societal needs while only
a few innovators and early adaptors develop and
start mastering these issues, leaving the question
open how to accelerate fostering the maturity of
the early majority.
3. Uptake of basic and integrated knowledge: the
main questions here are how to increase and
improve the uptake of knowledge inside the
company (from senior to junior and vice-versa;
cross-specialism (e.g. from electrical to mechan-
ical. From design departments to maintenance
department) balancing between innovation, risk
management, lack of time and workforce.
The availability of structured and easy-to-follow
courses on HVAC and energy systems for buildings
54 The REHVA European HVAC Journal — June 2023
at higher education level could help to motivate
(future) engineers to contribute to the HVAC sector,
and to understand how challenging and high-tech
it is. Such a course program would ideally also
bring a basic understanding of the field to archi-
tects and building engineers, in such a way that a
better common ground is created for collaboration
and integrated design. It would also be useful to
Machine Learning and AI experts joining the HVAC
sector. Last but not least, it could help bridging the
gap between engineering and policy making, by here
too, offering common views on primary energy,
resource depletion and CO₂ emissions relating to
HVAC systems.
This paper describes the contents of an online program
of four courses, and the choices that were made in
terms of structure and premise (section 2) and learning
objectives and contents of each of the four courses
(section 3-6), In section 7 we finally reflect briefly on
the experience with the first run.
Structure of the course
Target Groups
Three target groups were defined, based on the chal-
lenges described in Section 1:
1. Starting professionals with a technical background
like mechanical engineering, architecture indus-
trial design or electrical engineering who want
or need to get acquainted with indoor climate
systems, including sustainable energy systems.
2. Traditional HVAC engineers used to piping and
sizing calculations of conventional systems who
want to broaden their view towards sustainable
and renewable systems.
3. Technology-minded policy makers who want to
be introduced to the basics of energy usage in
buildings.
To match the target groups, it was decided that the
level of Maths and Physics should be kept limited to
high school level in natural/economics sciences.
Overall structure of the course program
An analysis of the knowledge needed to understand
and make basic designs of sustainable, renewable-based
and low carbon-emission indoor climates and energy
systems was conducted, based on multiple discussions
and collaborations between the university and compa-
nies working in the field of indoor climate, energy and

HVAC design. To the authors’ opinion, the premise
can be categorized as follows:
1. Because of the importance of energy use in new
regulations, conventional maximum load calcu-
lation is not sufficient anymore and should be
complemented by energy usage estimation on
yearly basis. So, a part of the course program
should address this.
2. If in the past it was sufficient to know how to size
a boiler, multiple options for sustainable energy
conversion are present nowadays, and often need
to be combined. So a part of the course should
address these possibilities and make sure learners
do not focus on the one specific solution they
know, but are aware of all others and can make an
informed choice, accounting for primary energy
use and CO₂-emissions.
3. In comparison to industrial applications of
energy, applications in buildings strongly relate
to indoor health and comfort, which is a point
acknowledged very well by professionals, but
completely overlooked by engineers/students
from other disciplines, although the COVID-19
pandemic may have changed this a bit. So, health
and comfort should certainly have a place in the
curriculum.
4. Modern HVAC design should include and inte-
grate the three perspectives above. With regards
to the target group, the focus should not be on
detailed engineering but rather on the principles
leading to efficient design of HVAC systems.
The proposed course structure is therefore as described
in Figure 1. The courses Energy demand, Energy
Supply Systems and Health & Comfort can be followed
independently and in a random order. However, the
dotted lines in the graphic indicate that some basic
principles like conservation of energy and the related
energy balances are explained in Energy Demand, but
not in Energy Supply Systems. The course Health &
Comfort makes use of a few concepts explained in
Energy Demand Energy Supply Health & Comfort
in Buildings for Buildings in Buildings
Efficient HVAC
Systems
Figure 1. Structure of the course program Buildings as
Sustainable Energy Systems.
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the precedent courses (like insulation or emissions by
burning fuels) and introduces some HVAC systems
already. So, depending on the level of the learner, it
can be better to follow them in the order.
The fourth course integrates the 3 domains and build up
on them, introducing specific HVAC-related knowledge.
In sections 3 to 6 each of these courses is explained
in terms of leaning objectives, learning contents and
activities.
Cognitive Levels & Constructive Alignment
The effectiveness of teaching is known (e.g. [3]) to
depend strongly on the appropriate correspondence
between learning activities and the desired cogni-
tive level, which is called constructive alignment. As
for the cognitive levels, we used the ones from the
widely applied Bloom’s taxonomy [4], as represented
in Figure 2.
The course is an organized mix of the 5 highest level.
Lectures and simple quizzes provide understanding and
direct application of the knowledge. More elaborated
quizzes vary in level from ‘applying’ to ‘evaluating’.
Finally, a ‘creating’ level was introduced in the course
‘Energy Demand’ in which the students have to create
an own design, reviewed by their peers.
Specific for online courses Salmon introduced an
additional 5 stage scale [6] stating that knowledge
construction by a learner is only one of the phases of
learning. In addition to this 4th stage, much attention
must be put to: motivating students through efficient
access, welcoming and encouraging (stage 1); Online
socialization (stage 2); Information exchange like
facilitating tasks and supporting the use of learning
materials (stage 3); and finally facilitating further
development (e.g. links to external sites, stage 5).
Figure 2. Cognitive levels in Bloom’s taxonomy. [5]
The REHVA European HVAC Journal — June 2023 55
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In the development of the program stages 1 and 2
are offered by discussion groups moderated from Edx
and TU Delft and by putting much attention to the
introductions of each week, explanations and activa-
tion of the learners by asking about their expectations
or sharing their experience in their own countries. In
this paper we address only stages 2 and 3, which relate
to the contents. In the first version of the course stage 5
was somehow neglected due to time constraints.
Each course consists of 4 to 5 weeks of lessons, organ-
ized thematically. Each week consists of 6 to 8 lectures
of 10-15 minutes, coupled to many exercises in the
form of quizzes to help the learners to understand and
apply their knowledge. Much attention was put to
make the course suitable for all types of climates over
the world and to build understanding of the specific
challenges in warm, cold, moderate, dry or humid
climates. The course can be used for both new build-
ings and renovation projects. Learners are expected to
study 6-7 hours a week.
Energy Demand in Buildings
The main objective of this course is to discover how
building design and occupancy determine the energy
demand in buildings and to learn how to (re)design
buildings with a low energy demand. This course
relates therefore to building design. It is based on the
extension of the approach proposed in [7].
Learning Objectives and Subjects
As building design strongly influences the quantity of
heating, cooling and electricity needed during building
operation, a correct thermal design is essential to
achieve low energy and low carbon buildings, with
good indoor air quality.
The first objective of the course is to enable learners
to understand the basic principles of the energy chain:
demand, supply and distribution; and how they relate
to design principles for sustainable and energy-efficient
buildings. This is handled in week 1, in which the
following subjects are addressed:
1. The importance of energy use in Buildings (e.g.
climate, resources, comfort), relation with EPBD
and with other sectors
2. The energy chain: from demand to supply
3. Design strategies (e.g 3-steps strategy; Reduce;
Renewable; Efficiency)
4. Energy Efficient Building concepts (e.g. passive,
(N)ZEB)
5. The basics of indoor comfort
56 The REHVA European HVAC Journal — June 2023
The second objective is to discover what type of heat
losses and gains take place in buildings and to learn how
to estimate these heat flows using simple meteorological
data and building materials properties. This way, steady-
state heat transfer by transmission, ventilation, solar
radiation or caused by internal sources are estimated.
This is combined with the third learning objective which
is to learn to make estimates of space heating and cooling
loads on an hourly basis by using simple static energy
balances. Week 2 therefore includes the following:
1. Principle and components of the energy balance
in buildings
2. Heat transfer by transmission
3. Heat transfer by ventilation and infiltration
4. Solar gains
5. Internal Heat gains
6. Guided example heating & cooling loads
The fourth objective is to discover and apply diverse
methods how to extend load estimates to yearly
energy demand, which is essential to make sure that
a building is energy efficient and to estimate energy
savings and energy costs. The following subjects are
handled in week 3:
1. The difference between energy use and loads
(kWh and kW)
2. Nominal loads and size of heating and cooling
equipment
3. Annual energy demand for space heating and
cooling (full load hours, degree days and hourly
simulations over a year)
4. Annual energy demand and loads for hot tap water
5. Annual energy demand for electricity (appliances
and lighting)
6. Introduction to hourly based steady-state annual
energy simulation with Excel
The fifth and final objective is to learn how to optimize
building’s thermal design and to determine (for
instance) the optimal window size or the optimum
insulation thickness, and more generally to understand
and be able to make simple calculations on thermal
interactions between building components and to
make informed decisions on how to increase the energy
efficiency of new and existing buildings. The setup of
this week is different as the students have to actively
use the excel simulation sheet to come to insights and
answers. They had to do this using both a climate year
in a moderate climate (de Bilt in the Netherlands) and
in a hot climate (Mumbai, India). Sample answers were
given after each exercise for both climates. The case

study was a large office building, the geometry and
thermal characteristics of which were given.
1. Determine cooling, heating & electricity demands
and loads
2. Effect of varying occupancy and various ventila-
tion systems (including passive cooling)
3. Effect of diverse levels of facade/roof/floor
insulation
4. Effect of type, size, orientation of windows and
solar blinds
5. Combine all knowledge to design a low energy
building in NL and Mumbai.
Finally, a final video recaps what students have learned
and put much attention to the limitations of the approach
(e.g. steady state modelling, neglecting thermal bridges)
and what they still could learn in other courses.
Example of Self-Assessment after a Lecture
As the course is self-paced, and therefore teachers are not
available to correct exercises, self-assessment is essential.
If self-assessment using quizzes may seem too simple
or boring, they also can be made exciting if they are
correctly designed, accounting on beforehand for most
types of misunderstandings learners can come through.
They should include guidance about these faults.
In the following example, a picture of a mineral wool
package (Figure 3) is shown to the students and they
have to choose the right answer from 5 possibilities. They
cannot find the right answer without making the complete
calculation, so they are forced to exercise. Alternatively,
they can try all answers and learn from the feedback and
hints included after choosing any of the answers.
Figure 3. Picture of a mineral wool packaging for a quiz.
Question: ‘You see on the picture a label of mineral wool
(λ = 0.035W/mK; thickness = 120 mm, αi = 7.5 W/m²K, αo=25 W/
m²K), What is the Rc value [m²K/W] of this mineral wool?
Possible answers: a) 0.29; b) 3.43; c) 3.60; d) 0.28; e) 3429
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If learners choose for b (which is the right answer),
they are congratulated and also see the right calcula-
tion procedure. If they choose a wrong answer, they
get a hint, e.g. if they have answered a) or d): ‘you
are probably confused between U and Rc (U = 1/Rc)’;
Or, if they have answered c): ‘You have added to the
resistance the αi and αo heat transfer coefficients, but
that is not the definition of Rc’.; Or, if they answered
e): ‘you have forgotten to convert the mm into meters’.
Energy Supply Systems
The main objective of this second course is to discover
how to convert natural resources into heat, cold and
electricity, what the capabilities of renewable systems
are, how to simply match energy supply with build-
ings’ energy demand (the preceding course), and
what that means for energy efficiency and carbon
emissions. The working principles of the diverse
systems are explained without going too much into
the details of all components, with as less as possible
formulas, except when it comes to efficiencies and
CO₂-emissions. Here too, the course is (partly based
on the approach proposed in [7].
Learning Objectives and Subjects
The first step is to consider how to convert natural
resources into the energy needed by buildings: what
are the options to create heat, cold and electricity?
Students will also learn about efficiency and use this
concept to estimate building’s primary energy use and
carbon emissions. These methods are widely used in
many national and international policies and building
regulations, and are essential to counteract climate
change.
The second objective of the course is to understand
the performances of single heating systems like electrical
heating, gas, or renewables like biomass, solar boilers
and geothermal heat, followed by single cooling systems
like evaporative cooling and environmental cold. For
each of these systems, working principles, efficien-
cies, primary energy and resources used are studied as
well as CO₂-emissions. An additional lecture on heat
exchangers was added, as many students appeared not
to be familiar with it. Although gas is a fossil fuel, it has
been included in the course as a reference, and because
many countries consider gas as a transition fuel.
A third objective is to understand systems that concur-
rently produce heat and cold (heat pumps & chillers;
Aquifer Thermal Storage systems). These three objec-
tives are divided over the two first weeks of the course.
Electrical and fuel burning boilers are handled in the
The REHVA European HVAC Journal — June 2023 57
 TOP PAPERS
first week, as easy-to-understand illustration of effi-
ciency and carbon emissions.
Week 1:
1. Recap on energy demand (energy vs power, prin-
ciple of energy balance)
2. Overview of supply systems for heating (resist-
ance, fuel burning, heat pumps, waste heat,
geothermal, solar), cooling (chillers, evaporative,
geothermal cold) and electricity
3. Efficiency of systems and Primary Energy
4. CO₂ and CO₂-eq emissions, calculation principles
5. Electrical Resistance Heating and grid efficiency
6. Fuel burning in boilers
7. Guided boiler example with annual primary
energy, resources used, CO₂-emissions, invest-
ments costs and energy costs
Week 2
1. Heat Exchangers
2. Heat pumps and chillers: working principle
3. (Seasonal) Efficiency of heat pumps((S)COP)
4. Geothermal Systems
5. Chillers and their efficiency ((S)EER)
6. Evaporative cooling and Environmental cold
7. Guided example on a reversible heat pump (same
setup as in week 1)
The objective of the third week is to understand elec-
tricity generation methods using turbines (fuel-burning
and nuclear based, wind, hydro), photovoltaics and
hydrogen fuel cells. It is often left out from courses on
buildings’ energy use. It is however essential to fully
understand primary energy use and CO₂-emissions of
buildings, and their relation to the electrical grid. This
week is also meant to learn how cogeneration of heat and
power works and relates to smart heating and cooling
grids, and why this is important for the rational use
of energy resources.
1. Combustion based electricity generation (gen-
erator with (combined) gas turbine, steam turbine
(including nuclear))
2. Waste heat, cogeneration and rational use of
energy
3. Electricity from geothermal heat, hydropower and
wind
4. Hydrogen Technology and smart grids
Finally, the last two objectives of the course, handled
in week 4, are to understand solar systems, and to apply
the knowledge gained during the course to design
efficient building concepts in order to match build-
ings’ energy demand while keeping costs acceptable,
58 The REHVA European HVAC Journal — June 2023
using a minimum of natural resources and producing
a minimum of carbon emissions. Week 4 is shorter
than others to allow time for the final assessment for
certified learners.
1. Solar heat
2. Solar electric (photovoltaic)
3. Guided example NZEB and energy positive
buildings.
Health & Comfort in Buildings
The main objectives of this course are to raise aware-
ness about the determinants and importance of a
healthy indoor environment and to enable the learners
to apply the basics of thermal comfort and indoor
health theories when designing buildings and their
energy systems. People spend more than 80% of their
time in buildings. Therefore, a good thermal comfort
and quality of the indoor environment are essential
for their wellbeing, health and productivity. Part of
the course is based on [8, 9,10].
Prior to the first week, learners were invited-if they
wanted to, to fill in an anonymous survey about their
health and comfort at home. This survey is described
in [11] and is repeatedly used to collect new data. Next
to activate the students, it is also useful for research
purposes.
The objective of week 1 is to understand what is Indoor
Environmental Quality (IEQ), what are its parameters
and how it impacts health. After IEQ has been defined,
two aspects of it, lighting and acoustical qualities are
handled briefly. In Bloom’s taxonomy we are working
here at the level of remembering and understanding. As
the focus of the course program is on thermal energy
systems, we have chosen to address these 2 aspects only
lightly in order to put the focus on indoor air quality
and thermal comfort, who are both affected greatly by
thermal systems (including ventilation).
1. Why is environmental quality important (links
with diseases and disorders)?
2. What is environmental quality (lighting, acous-
tical, thermal and air qualities)?
3. Lighting Quality: relation with health
4. Lighting quality: parameters of light indoors
5. Acoustical quality: relation with health
6. Acoustical quality: parameters of sound indoors
The second week of the course is devoted to thermal
comfort with the objectives to familiarize the learners

with the two main theories currently in use and to
apply them to assess simple building designs.
1. Thermal quality and homeostasis (link with
energy balance of human body and the 6 thermal
comfort parameters, consequently handled in the
following lectures)
2. Metabolism and Clothing
3. Air Temperature and Velocity; comfort diagrams
4. Relative Air Humidity, simple definition and
comfort diagrams
5. Mean Radiant Temperature, definition, relation
with insulation and comfort diagrams
6. Fanger’s Comfort Model (PMV and PPD)
7. Local Discomfort
8. Adaptive Comfort Model
The third week is entirely devoted to indoor air quality
(IAQ), with the objective of the learners becoming
aware of all parameters of IAQ and being aware of
efficient control strategies in the design of ventilation
systems. A special lecture was devoted to the COVID
pandemic and aerosols.
1. Reception of air and Health Effects
2. Parameters of Indoor Air (particles; gaseous pol-
lutant and humidity)
3. Pollutants and Sources: Particles (sizes; biological
and chemical; health effects)
4. Pollutants and Sources: Gaseous pollutants (inor-
ganic; VOCs; health effects)
5. SARS Cov-2 (particle; droplets and aerosols)
6. Control strategies (low emitting materials; fil-
tering of air and cleaning of ventilation systems;
appropriate ventilation strategies)
To close this third week, the general results of the home
survey like held in week 1 are discussed.
The objective of the last week of the course is that the
students learn to apply their knowledge on the design
of healthy buildings and to assess and analyse practices
in building design and HVAC systems. All concepts
learned before are translated to engineering aspects.
In this sense week 4 is also an introduction to HVAC
systems. The subjects handled are the following:
1. What is a healthy building? (Summary of pre-
ceding weeks, with much attention to control
possibilities, which are worked out in next
lectures)
2. Introduction to healthy HVAC systems (basic
description of air handling units, needs for
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filtering, clean components and piping and avoid
recirculation)
3. Clean components for ventilation systems (char-
acteristics of filters, humidifiers, heat exchangers
and location air supply)
4. Healthy air supply (clean ducts, noise prevention,
draught in supply grilles)
5. Façade & Ventilation: design of ventilation
openings, acoustical and thermal insulation
of openings, façade heat recovery, outdoor air
quality, double skin facades.
6. Window design: thermal and lighting qualities
and control in cold and warm climates, outside
view
7. Energy efficient artificial lighting control (needed
light levels, electricity use of diverse types of
lighting, configurations and zoning)
8. Room heaters and coolers: energy efficiency and
comfort (air-based & water-based heaters and
coolers, their temperatures and relation to mean
radiant temperature, noise and draught and to
energy use)
Efficient HVAC systems
All three previous courses are integrated into this
last one, with as main learning objective to apply the
knowledge in HVAC design practices at the level of
basic and preliminary designs. In the design of the
course, we aimed at linking with more conventional
HVAC design courses –generally focused on air
handling units (AHU) and to complete the under-
standing of learners with essential subjects that were
not covered before, like dealing with humidification
and de-humidification. The course is based for a part
on [10], [12], [13].
The first week of the course is therefore a recap of
all three previous courses, presenting the essentials of
energy demand, energy supply and health & comfort,
to which an additional lecture on the basics of heat
exchangers was added.
The second week handles humid air, humidification
and dehumidification processes and processes in air
handling units. The students should be able to describe
related processes and to make simple calculations of
energy use and humidity contents. They learn to do so
using either Mollier diagrams, psychrometrics charts
or equations, to fit with habits in their own country.
Learners can test their knowledge about equations
if they want, but the attention is put to the use of
diagrams and charts, as it fits better with the lower
The REHVA European HVAC Journal — June 2023 59
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mathematical background of many students. Week 2
is organized as follows:
1. Introduction to properties of humid air
2. Psychrometric charts and humidity
3. Dew point: condensation, cooling & de-humid-
ification processes
4. Enthalpy of humid air; Heating and cooling
processes
5. Wet bulb temperature and humidification
processes
6. Handling of humid air: summary of the possible
processes.
The third week has been designed to familiarize the
students with the diverse types of air, heat and cold dis-
tribution systems in buildings. We know from previous
courses that knowledge is very local and it may be
difficult for students to realize that there are diverse
options. For instance, learners from hot climates are
not aware of water-based heat distribution systems,
while learners from cold climates may not realize the
problems water-based cold distribution systems would
cause. In each presentation calculation examples are
given and systems are visualized. The contents of
week 3 are:
1. Overview of possibilities to transport hygienic
air, heat and cold and their possible interactions;
Advantages and disadvantages; Duct sizes)
2. Air handling units: the theoretical processes
described in week 1 are applied n AHUs
3. Transport of air in ducts (location of supply,
velocity & noise, sizing and efficient routing of
ducts)
4. Pressure drop in ducts and fan energy
5. Transport of heat by water systems: hydronic
heating (location of generation system; design of
hydronic networks; sizing of convective/radiant
emitters)
6. High and low temperature heating (advantages
and disadvantages in relation to comfort, energy
use and use of renewable sources)
7. Hydronic cooling (location of generation system;
design of hydronic networks; options and sizing
of emitters, low and high temperature cooling;
dew point control)
In week 4, the students are familiarized with the basic
principles of sizing and controlling simple systems. In
view of the target audience, we’ve deliberately avoided
to go into the details of control engineering (which is
still handled in the last lecture), but rather focus on
designs enabling control.
60 The REHVA European HVAC Journal — June 2023
1. Enabling control (sizing, zoning, readjusting,
combining, buffering)
2. Design for control: zoned HVAC systems (zoning
of distribution ducts for flexibility in use and
maximum efficiency; Introduction to Process
and instrumentation diagrams (P&IDs)
3. Readjustments systems at room level (mixed
air/water systems; central and decentral control;
graphical review of possible configurations, for
instance like in shown in Figure 4)
4. Load duration curves and generator combina-
tions; relation to investment costs and energy use
5. Buffers for peak shaving, renewable energy and
match between supply and demand; Design of
buffers
6. HVAC operation control: basics of control
(sensors, actuators, controllers) and application
to temperature, pressure, flowrate and humidity
control, using P&IDs.
The last week of the course handles design and control
of integrated systems for Net Zero Energy Buildings.
It starts with a lecture about the design process itself,
before digging into the aspects of technical design. This
includes 2 subjects on specific designs for moderate
and cold climates, 2 subjects specific to hot climates,
and stresses finally the importance of aquifer thermal
storage systems (ATES).
1. Design process for efficient HVAC systems
(aims, collaboration with other experts, process
from program of requirement to maintenance,
commissioning)
2. Efficient control of conditioned air from AHUS
(CAV & VAV; energy efficient setpoint tempera-
ture control; flow patterns in rooms)
3. Efficient buildings and HVAC systems for
moderate and cold climates (reduced heating
demand; high quality ventilation, emitters, gen-
erators; solar electricity; NZEB)
Figure 4. A configuration for central & decentral control.
 TOP PAPERS

4. Heat sources for heat pumps (ground, solar,
(ventilation) air, working modes and control,
collective systems)
5. Efficient buildings and HVAC systems for hot
climates (reduced cooling demand, ventilation
strategies, generators; solar electricity; NZEB)
6. Heat sinks for chillers and environmental cold
(air, water, ground, collective systems; absorption
systems)
7. ATES systems for heating and cooling (working
modes explained in words and P&IDs)
Reflections
The first run of the complete program took place
between September 2020 and November 2021.
The four courses were offered in the same order as
described in the paper. More than 5000 learners
subscribed to each of them and 8-10% of them were
following it on an active way, which is quite standard
on the edX platform. Course 4 (Efficient HVAC
systems) ended in the shortlist of 100 most popular
online courses 2021 (out of 2900) [14], indicating a
wide and worldwide interest for sustainable HVAC
systems.
Although the detailed analysis of the students reviews
still has to be done, it can be noted that the courses
were highly rated with grades between 8 and 9, except
for course 2, what was rated a little bit lower. About
half of the students were junior HVAC professionals,
many of them from India and US. It is not completely
clear yet in how far policy makers have followed and/or
appreciated the course.
In general, the technical/theoretical level of course 1
(Energy demand) was found to be right, while the
level of course 2 (Energy supply) was too high (mainly
because of mismatch with background on heat transfer
and heat exchangers). Course 2 was also less well-bal-
anced between the levels of explanations on diverse
technologies (e.g. too less solar in comparison to heat
pumps). The last of week of course 1 (the only one
at ‘create’ level, see Figure 1) was appreciated a lot.
Leaners found it ‘fun’.
The first lecture in course 4 (design process and stake-
holders) was highly appreciated and students asked
for similar lectures in the other courses, as this helps
to place the activities of the course in their context.
Finally, it was noted that there is very little literature or
handbooks addressing the subject of design for control
(e.g. zoning, readjustment, multiple generators) on
a structured way. This is also true for reading and
understanding P&IDs.
Acknowledgements
We thank Delft Extension School, and in particular
Bertien Broekhans, Eloïse Ruby and Rins Lindeman
for their support and help with financing, organ-
izing and moderating the program. The develop-
ment of this professional course program was partly
founded by Climate-Kic City Retrofit Ecosystem Build
Benelux and Delft University of technology.

References
[1] Interview Terpstra D., Techniek NL https://www.nu.nl/ondernemen/4476618/installa tiebranche-tekort-15000-vakmensen-
komende-vier-jaar.html.
[2] https://buildupskills.eu/,access23-01-2022.
[3] Duffy, T. M., Jonassen, D. H. (2013). Constructivism and the technology of instruction: A conversation. Routledge.
[4] Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.
[5] Hernandez, A, access 21-01-2022, https://www.flickr.com/photos/21847073@N05/5857112597/, License CCBY-SA2.0.
[6] Salmon, G (2002) E-tivities. London. Kogan Page Ltd.
[7] van Bueren E., van Bohemen H., Itard L., Visscher H. (2012) Sustainable urban environments, Chapt. 5, Springer.
[8] Bluyssen, P.M. (2015) All you need to know about indoor air, Delft Academic Press, NL.
[9] Bluyssen, P.M. (2019) All you need to know about air conditioning, Delft Academic Press.
[10] van Paassen A.H.C. (2004), ‘Fundamentals: Thermo-dynamic aspects of humid air and comfort’, course WB4426 (ME45111)
Indoor Climate Control Fundamentals, TU Delft.
[11] Bluyssen, P.M., Zhang, D., Ortiz-Sanchez, M. (2021) Self-reported rhinitis and headaches of students from universities in
Taiwan, Chile, Suriname, China and the Netherlands, and its association with their home environment, Intelligent Buildings
International: 1964424. https://doi.org/10.1080/17508975.2021.1964424.
[12] ASHRAE handbook Fundamentals.
[13] ISSO-TVVL Handboek Installatietechniek (2002), the Netherlands.
[14] https://www.freecodecamp.org/news/most-popular-free-online-courses/, accessed 23-1-2022.

The REHVA European HVAC Journal — June 2023 61

REHVA WORLD
REHVA Annual Meeting 2023
Thursday 11 May, the REHVA standing committees met in Brussels to discuss the activities
of the organisation during the year 2022 and to prepare the strategy for the upcoming year.
Our industry is constantly changing and evolving toward a greener future and REHVA aspires
to be a leader in this movement.
T
he Publishing and Marketing Committee
(PMC) addressed topics around the guidebook
sales and the future publication planned by the
Technical and Research Committee (TRC). The goal
is to assess that we disseminate knowledge is the best
way possible so that it can reach all our members and
beyond. The point of translation was also put forward,
as a European organisation, we must ensure that the
content is accessible to the greater number, and that
means also non-English speakers. Francesca d’Ambrosio
(Italy) was re-elected as chair and Lada Hensen
Centnerová (Netherlands) was re-elected as co-chair.
REHVA’s TRC elected two new co-chairs, Tomasz
Cholewa from Poland and Alireza Afshari from
Denmark, who joined the re-elected chair, Jarek
Kurnitski and co-chair Ilinca Nastase. The Activity
Plan for 2023 was approved with promising outcomes
in the active and newly approved Task Forces.
The TRC aims to tackle topics related to EPBD
revision and RePowerEU, by preparing technical
guidance for EPBD implementation and decarboni-
sation of building stock by phasing out fossil fuels.
In the pursue of improving health, comfort, safety
and energy efficiency in the built environment,
work will continue in TC 156 WG25 revising EN
16798-1:2019 standard, aiming to include infection
62 The REHVA European HVAC Journal — June 2023
risk-based ventilation design. Also, in relation to
and through occupant targeted ventilation TF and
developing effective air distribution related guidance.
These topics are supported by air quality control/IEQ
requirements included in EPBD revision.
During the Education and Training Committee
(ETC), Livio Mazzarella (Italy) was elected as chair,
Tiberiu Catalina (Romania) was re-elected as co-chair
and Uwe Schulz (Switzerland) was elected as co-chair.
The members discussed the need to create challenges
to increase skills and knowledge. They also approached
the idea to achieve this goal by developing further the
already existing REHVA Knowledge Hub and working
on new REHVA courses.
The Supporters Committee was skilfully moder-
ated by Kemal Bayraktar (Turkey). The primary
objective of the meeting was to elect co-chair Laura
Bothar and share important announcements from
the supporters. Four notable supporter events were
presented, including the ISK-Sodex exhibition in
Istanbul, the KGH 54th International Congress at
the Belgrade Fair from December 6th to 8th, the
Swedvac-RoomVent conference scheduled for April
2024 in Stockholm, and the CLIMA 2025, co-
organised with AiCARR conference set to take place
from June 4th to 6th, 2025.
Overall, the Committees decided that there is a need
for greater communication within REHVA and
decided that each Committee should have at least
one co-chair from another Committee. As a result,
Kemal Bayraktar (Chair of the Supporters Committee)
was elected as co-chair of the PMC, alongside Jarek
Kurnitski (Chair of the TRC).
The day ended with a special dinner organised at the
Royal Library of Belgium. This was the opportunity
for the REHVA Family to come together to celebrate
the organisation’s 60th birthday and recognize the
achievement of some of our members.
 REHVA WORLD

REHVA proudly recognized the support of two esteemed

supporters by presenting them with an award to express
our deep appreciation for their continuous dedication.
Marc Thuillard from BELIMO and Nerissa Deoraj
from SYSTEMAIR travelled to Brussels to receive the
REHVA Supporters Award. We extend our sincere grati-
tude to them and to all the REHVA Supporters who
have played an integral role in our mission.

Milos Lain (STP, Czech Republic) received

the Professional Awards for design.

Marc Thuillard from BELIMO.

Francesca d’Ambrosio (AiCARR, Italy) received

the Professional Award for science.

Nerissa Deoraj from SYSTEMAIR.

The night ended with REHVA President Catalin

Lungu cutting REHVA birthday cake!

Iñaki Morcillo Irastorza (ATECYR, Spain) received

the Professional Award for Technology.

The REHVA European HVAC Journal — June 2023 63

REHVA WORLD
On Friday 12 May, the members gathered for the
Plenary Meeting and the General Assembly.
The 67th REHVA General Assembly took place in
Brussels, Belgium on the 12 May 2023. This year more
than 60 participants from 22 countries attended the
meeting. The agenda of the General Assembly was
focused on the general overview of REHVA activi-
ties in 2022 and on the key points of REHVA’s 2023
activities.
The most relevant outcome of the General Assembly
has been the election of a new board member, who will
start his mandate in 2023 till 2026: Risto Kosonen
(FINVAC, Finland), while the second candidate
who sent in his application will be the reserve board
member, Jarek Kurnitski (EKVY, Estonia).
64 The REHVA European HVAC Journal — June 2023
The members talked also about the issue of the sus-
pension of SITHOK’s membership because of the
non-payment of their due since some years. They
unanimously decided to suspend SITHOK (Slovenia)
and to reconsider during a future General Assembly
when they are financially able to pay their member-
ship fees.
Four important announcements were made during the
meeting:
• The REHVA Brussels Summit will take place in
Brussels, Belgium 13-14 November 2023
• The REHVA Annual Meeting 2024 will take place
in Istanbul, Turkey hosted by TTMD. The dates
are still to be determined.
• RoomVent 2024, will take place in Stockholm,
Sweden from the 23th to the 26th of April 2024
• The REHVA Annual Meeting and the 15th
REHVA World Congress CLIMA 2025 will take
place in Milan, Italy from the 4th of June till the
6th of June 2025 and will be preceded by the 2025
REHVA Annual Meeting.
Cătălin Lungu, the 18th REHVA President closed
the 67th REHVA General Assembly.
Thank you to all the members of the REHVA Family
who came to work and celebrate with us!
REHVA could not be a successful organisation
without each and every one of you. A big thank
you as well to all the members and supporters who
could not come during those 2 days, see you next
time!

REHVA Student Competition 2023
T
he REHVA Student Competition, held
annually, took place in Brussels during
REHVA’s Annual Meeting on Thursday, May
11. This event brought together 11 students from
various parts of Europe who gathered in Brussels to
showcase their research projects before a distinguished
panel of jury members.
One outstanding participant, Bas Turk from the
Netherlands, presented his work titled “Quantifying
the potential of overheating countermeasures on a
humanitarian shelter through measurements and
building performance simulation.”
The winner of the REHVA Student Competition, Bas Turk will
represent Europe at the HVAC World Student competition.
REHVA Community of Young Professionals visiting the Atomium.
REHVA WORLD
Lewis Turner secured second place for his paper on
“Efficacy of Air Purification to Control Infection in
NHS Hospitals,” while Miguel Rodríguez Fernández
came third with his study on an “Indirect Evaporative
Heat Exchanger Prototype Manufactured with 3D
Printing.” Aurore Toulou won the “best poster” category.
As the winner of the REHVA Student Competition,
Bas Turk will now proudly represent Europe at the
HVAC World Student competition, an achieve-
ment that reflects his dedication and expertise. We
extend our heartfelt congratulations to Bas Turk for
his remarkable accomplishment, as well as to all the
other students who enthusiastically participated in the
competition.
During the REHVA Gala dinner (12 May), all the
participating students were provided with a unique
opportunity to engage with esteemed members and
supporters of REHVA, fostering valuable networking
connections within the industry. This gathering
allowed them to interact and exchange ideas with pro-
fessionals who are at the forefront of the HVAC field.
Furthermore, the students were privileged to visit the
renowned Atomium, an iconic architectural landmark
in Brussels. This excursion offered them a chance to
appreciate the rich history and innovative design that
the Atomium represents.
Acknowledgements
to Eurovent Certita
Certification
We would also like to
express our sincere
gratitude to our esteemed
sponsor, Eurovent Certita
Certification, whose
generous support made
this event possible, once
again. Their commitment
to fostering talent and
promoting excellence in
the industry is invaluable.
The REHVA European HVAC Journal — June 2023 65
For a healthy
and comfortable
room climate.
BELIMO

Room units from Belimo

The new room units (sensors and room operating units) are the perfect addition to the existing product range.
With the expansion of the product range for visible areas of the room, Belimo offers architects an aesthetic and timeless
design. Installers appreciate quick installation and system integrators value easy commissioning with a smartphone. End
customers enjoy not only a comfortable and healthy room climate but also the intuitive operation.

– Aesthetic, timeless design

– Room operating units with ePaper touch display
– Fast installation thanks to spring-loaded terminal blocks and snap-on cover
– Parametrisation and diagnosis of active devices via Belimo Assistant App
– Seamless integration thanks to Modbus RTU, BACnet MS/TP, MP-Bus or analogue voltage outputs

Discover the advantages

www.belimo.com

BELIMO Automation AG
info@belimo.ch, www.belimo.com
 IAQ Corner

The Seven Essentials of Healthy Indoor Air

4. Active pressurization
of envelope and spaces

Air hygiene in a room is negatively

affected by unwanted air currents
entering a zone from outside (e.g.
a busy road) or from other rooms
(e.g. a cafeteria). This typically oc-
curs when air pressure ratios are
not properly balanced. There has
been much discussion about “cross-
contamination” between differ-
ent rooms in connection with the
spread of COVID-19 aerosols inside
buildings. The use of VAV control-
lers in the supply air and extraction
of air from a room, as well as the
use of differential pressure sensors
and controllers between zones, can
prevent such undesired airflow.

Learn more about Belimo’s 7 essentials of healthy indoor air: Scan the QR code
https://www.belimo.com/ch/en_GB/indoor-air-quality/7-essentials-iaq

The REHVA European HVAC Journal — June 2023 67

 LG -
MULTI V i
 Please send information of your event to Ms Marie Joannes mj@rehva.eu EVENTS

Exhibitions, Conferences and Seminars

June 2023
20-22 June 2023 European Sustainable Energy Week (EUSEW) 2023 Brussels, Belgium
(sustainable-energy-week.ec.europa.eu)

24–28 June 2023 2023 ASHRAE Annual Conference (ashrae.org) Tampa, FL, USA

July 2023
25-27 July 2023 HVACR Vietnam (hvacrvietnam.com) Hanoi, Vietnam

August 2023
14–16 August 2023 SuDBE 2023 (sudbeconference.com) Espoo, Finland

September 2023
28–30 September 2023 EFS 2023 (efs2023.uc.pt) Prague, Czech Republic

October 2023
4–5 October 2023 43rd AIVC – 11th TightVent & 9th venticool Conference: Ventilation, Aalborg University,
IEQ and health in sustainable buildings (aivc2023conference.org) Copenhagen, Denmark

25–27 October 2023 Decarbonization Conference for the Built Environment (ashrae.org) Washington D.C., USA

March 2024
12–15 March 2024 MCE 2024 (mcexpocomfort.it) Milan, Italy

Due to the COVID-19 circumstances, the dates of events might change. Please follow the event’s official website.

The REHVA European HVAC Journal — June 2023 69

 MEMBERS

ATIC vzw–asbl – Belgium BAOVK – Bulgaria STP – Czech Republic DANVAK – Denmark EKVU – Estonia
www.atic.be www.baovk.bg www.stpcr.cz www.danvak.dk www.ekvy.ee

FINVAC – Finland
www.finvac.org

REHVAAICVF – France
www.aicvf.org
VDI–e.V. – Germany
www.vdi.de
ÉTÉ – Hungary
www.eptud.org
MMK – Hungary
www.mmk.hu

AiCARR – Italy
www.aicarr.org
Members
AHGWTEL/LATVAC – Latvia
www.lsgutis.lv
LITES – Lithuania
www.listia.lt
AIIRM – Republic of Moldova
www.aiirm.md
TVVL – The Netherlands
www.tvvl.nl

NEMITEK – Norway PZITS – Poland ORDEM DOS ENGENHEIROS – Portugal AFCR – Romania AGFR – Romania
www.nemitek.no www.pzits.pl www.ordemengenheiros.pt www.criofrig.ro www.agfro.ro

AIIR – Romania KGH c/o SMEITS – Serbia SSTP – Slovakia ATECYR – Spain
www.aiiro.ro www.smeits.rs www.sstp.sk www.atecyr.org

SWEDVAC – Sweden DIE PLANER – Switzerland TTMD – Turkey CIBSE – United Kingdom
www.energi-miljo.se www.die-planer.ch www.ttmd.org.tr www.cibse.org

Network of 26 European HVAC Associations joining 120 000 professionals

REHVA Office: Rue Washington 40, 1050 Brussels - Belgium • Tel: + 32 2 514 11 71 - info@rehva.eu - www.rehva.eu
 SUPPORTERS
Leaders in Building Services

Daikin Europe – Belgium EPEE – Belgium EVIA – Belgium Velux – Denmark Granlund – Finland
www.daikin.eu www.epeeglobal.org www.evia.eu www.velux.com www.granlund.fi

Halton – Finland Uponor – Finland Eurovent Certita Certification – LG Electronics – France Saint-Gobain – France
www.halton.com www.uponor.com France www.lgeaircon.com www.saint-gobain.com
www.eurovent-certification.com

Viega – Germany
www.viega.com
REHVA
Aermec – Italy
www.aermec.com
Evapco Europe – Italy
www.evapco.eu
Rhoss – Italy
www.rhoss.com
Royal Haskoning DHV –
The Netherlands

Supporters
www.royalhaskoningdhv.com

East European Business Center

SMAY – Poland E.E.B.C. – Romania Dosetimpex – Romania Testo – Romania Camfil – Sweden
www.smay.eu www.eebc.ro www.dosetimpex.ro www.testo.com www.camfil.com

Fläkt Group – Sweden Lindab – Sweden Swegon – Sweden Systemair – Sweden Belimo Automation – Switzerland
www.flaktgroup.com www.lindab.com www.swegon.com www.systemair.com www.belimo.com

Arçelik – Turkey Friterm Termik Cihazlar Zoonex – United Kingdom

www.arcelikglobal.com Sanayi ve Ticaret – Turkey www.zoonexsystems.com
www.friterm.com

rehva associate organisations:

Enerbrain srl – Italia Enviromech – United Kingdom ISIB – Turkey ECI – Belgium OAER – Romania
www.enerbrain.com www.enviromech.co.uk www.isib.org.tr copperalliance.org www.oaer.ro
 REPLACEMENT OF GAS BOILERS
WITH HEAT PUMPS, DISTRICT
HEATING, AND HYBRID SOLUTIONS:
REPORT ON THE SHIFT
AWAY FROM NATURAL

NEW
GAS IN BUILDINGS

REHVA 10€
PDF only

REPORT
Achieving climate neutrality and the United
Nations Sustainable Development Goals within
Europe by 2050 are two overarching goals of the
European Commission’s strategic long-term vision
for “A Clean Planet for All”.

Decarbonization is a major challenge within the

building sector, which is a major source of
greenhouse-gas emissions and the largest grid
energy consumer.